Bachelorproef_Chemical waste management_Jasper Ooghe & Xander Bell
HOGENT – Faculty of business and organization
Henleykaai 84 – 9000 Gent
Academic year 2024-2025
Study: Environment & Sustainbility Management
Nhon University
"How can chemical waste management in the laboratories of Quy Nhon University be improved to enhance user safety and reduce environmental impact?"
Students: Jasper Ooghe & Xander Bell
Internship Mentor: Gert Hooft
Project partner: Vo Van Chi, Yves Ronsse & Ann Messens
Foreword
This bachelor thesis differs from a typical thesis written in Belgium. It was developed entirely in Vietnam to support Quy Nhon University (QNU) in Bình Định, Vietnam, in improving the management of chemicals and chemical waste, specifically in laboratories 201 and 206.
This project would not have been possible without the support and guidance of many people to whom we are deeply grateful.
First and foremost, we would like to thank our internship mentor, Gert Hooft, for her continues support and advice throughout the entire bachelor thesis. Her guidance was essential at every stage of the process.
We would also like to extend our gratitude to Yves Ronsse for his valuable assistance, both during our two-week preparation period at HOGENT and throughout our time at Quy Nhon University in Vietnam. Likewise, we are grateful to Ann Messens for guiding us during the preparation phase.
A special word of thanks goes to Mr. Vo Van Chi for managing all administrative aspects of this project with great care and efficiency.
Furthermore, we extend our heartfelt thanks to Professor Nu and Professor Lieu for their dedicated support and guidance throughout the project. Their enthusiasm, commitment, and willingness to assist us at every stage have been truly invaluable.
We are also thankful to Professor Vera Meynen and Hajar Mimouni from the University of Antwerp delegation. Their contributions through workshops, information sharing, and valuable feedback helped us generate meaningful results that may benefit the project in the long term.
Finally, we would also like to thank Gil Heyman and Indy Laplasse for their helpful insights and cooperation during the internship.
To everyone else who was involved in this project, thank you. Even the smallest contributions have made a meaningful difference
Jasper Ooghe & Xander Bell
Date: 28/04/2025
List of abbreviations
BDE.JCS: Binh Dinh Environmental Joint Stock Company
CGP: Code of Good Practices
CMR: Carcinogenic, Mutagenic and Reprotoxic
CPE: Collective Protective Equipment
dBGS: Databank Gevaarlijke Stoffen
DPMW: Department of Internal Prevention, Environment and Welfare
ECHA: European Chemical Agency
EU: European Union
EWC: European Waste Catalogue
GHS: Globally Harmonized System
GLP: Good Laboratory Practices
MBR: Membrane Bioreactor
PPE: Personal Protective Equipment
PMGE: Products with Hazardous Properties
QNU: Quy Nhon University
REACH: Registration, Evaluation, Authorisation and Restriction of Chemicals
SDS: Safety Data Sheet
SP7: Sub Project 7
STOP: Substitution, Technological measures, Organizational measures, Personal Protective Equipment
UN: United Nations
WFD: Waste Framework Directive
WGK: Wassergefährdungsklasse
WTS: Water Treatment System
List of figures
Figure 1: Timeline Internships at QNU 9
Figure 2: Workers in plastic separation factory 13
Figure 3: Skyline of Quy Nhon 14
Figure 4: Quy Nhon University 14
Figure 5: Table of distancing of chemicals under section D, above ground storage Note. Retrieved from Bijlage 5.17.1 Vlarem II 19
Figure 6: Table of priority rules and distancing of chemicals under section D Note. Note. Retrieved from Bijlage 5.17.1 Vlarem II 19
Figure 7: Chemical Storage Room at Campus Schoonmeersen Note. Photo taken by Y. Ronsse, 2025. Used with permission. 25
Figure 8: Drip trays at Laboratories at HOGENT Note. Photo taken by Y. Ronsse, 2025, Used with permission. 26
Figure 9: Waste Corner at HOGENT laboratories ............................................................................................... 26
Figure 10: Flow Chart at HOGENT Note. Adapted from DPMW, 2014. Used with permission. ............................................................................................................................................................................................................... 27
Figure 11: Floor Plan Lab 201 with numbering and corresponding legenda 28
Figure 12: Floor Plan Lab 206 with numbering and corresponding legenda ................................. 29
Figure 13: Lab 201 at QNU 30
Figure 14: Lab 206 at QNU .................................................................................................................................................. 30
Figure 15: Inventory template by Arne Boone & Dries Freyne Note. Created by Arne Boone & Dries De Freyne, 2024. Used with permission. 32
Figure 16: Part 1 of Inventory template by Arne Boone & Dries De Freyne Note. Created by Arne Boone & Dries De Freyne, 2024. Used with permission. ................................................................... 33
Figure 17: Part 2 of Inventory template by Arne Boone & Dries De Freyne Note. Created by Arne Boone & Dries De Freyne, 2024. Used with permission. 33
Figure 18: Updated Inventory with "Where" and "Notes" columns
Figure 19: GHS-file at Lab
Figure 24: Information sheet about inventory at
Figure 25: Laboratories at HOGENT
Figure 26: Workshop RA Note. Photo taken by V. Meynen, 2025. Used with permission. 45 Figure 27: Old Flow Chart Note. Created by Professor Dang Thi To Nu, 2025. Used with permission. ....................................................................................................................................................................................48
Figure 28: Updated Flow Chart
Figure 29: Guest lecture explanation of Flow Chart to Science lecturers .........................................
Figure 30: Guest lecture explanation of Flow Chart at Lab 206 Note. Photo taken by Student Nguyễn Trần Trà My, 2025. Used with permission. .......................................................................
Figure 31: Top-Down view of Water Treatment System at QNU
Figure 35: Floor Plan Storage Room with numbering and corresponding legenda
Preliminary summary
To complete the bachelor’s program in Environmental and Sustainability Management, students are required to finish their studies with an internship and a bachelor’s thesis by the end of the third year. Jasper Ooghe & Xander Bell chose to carry out this final phase at Quy Nhon University (QNU) in Vietnam. This internship and thesis are part of the 10year VLIR-UOS project, specifically within Sub Project 7 (SP7), which focusses on various environmental challenges. Our research aims to reduce laboratory waste and enhance safety measures for both teachers and students in QNU’s laboratories. Under the guidance of Els Van Mechelen, the project leader who coordinates HOGENT’s involvement in SP7, they are working towards achieving these important goals.
The results presented in this thesis are the outcome of a two-week preparation period conducted at the Schoonmeersen campus of HOGENT. This preparatory phase provided valuable insights into laboratory practices. During this period, a literature study was conducted. Equipped with this knowledge we headed off to QNU to begin our research in the laboratories.
Over the course of nine weeks, we conducted our internship at QNU, during which this research was caried out. The findings and conclusions of this work are presented in the chapters that follow.
Since the VLIR-UOS project is a 10-year project, there have been studies who have been building-up in previous years that help our research.
In 2022, the first physical introduction to the laboratories of QNU took place. Prior to this visit, several global visits have already been organized to gain a general understanding of the different laboratories and the existing collective protection equipment. This visit marked a significant step in strengthening the collaboration between HOGENT and QNU within the framework of the 10-year VLIR-UOS project. During this occasion, both institutions organized meetings to discuss the project’s long-term approach and practical implementation. Key topics included budget planning, student and staff exchanges between Ghent and Quy Nhon, information, etc. Furthermore, HOGENT emphasized the importance of providing training on chemical hazard assessment and biosafety, highlighting the need to build local capacity in these critical areas.
In 2023, the first research was conducted by a student. Rob Mertens focussed his research on two central questions: (1) “How is the collection and management of laboratory waste currently going at Quy Nhon University?” (2) How is management and labelling of hazardous products for the selected labs currently taking place at Quy Nhon University?” To answer these questions, it was necessary to gain a comprehensive understanding of the local situation. A comparison was made between the Good Laboratory Practices of HOGENT and those of QNU. To assess compliance with the Good Laboratory Practices and other relevant
legislation, Rob Mertens developed a checklist, which was completed progressively throughout the internship.
The findings indicate that HOGENT has a well-organized system for both waste management and labelling of hazardous substances. At Quy Nhon University, there are some positive aspects in terms of laboratory management; however, several shortcomings were also identified. Waste, including medical waste, is stored inside the laboratories, proper labelling procedures are lacking, and overall, the storage system is disorganized. Furthermore, essential safety equipment such as protective eyewear, gloves are often missing, highlighting the need for improved safety measures and laboratory management practices at QNU (Mertens & HOGENT – Faculty of business and organization Quy Nhon University, 2024).
In 2024, the second research was conducted by two students, Arne Boone and Dries De Freyne. Building upon the conclusions drawn by Rob Mertens, Arne Boone and Dries De Freyne examined where further improvements could be made, with a specific focus on the management of chemicals within the laboratories. In order to gain a comprehensive understanding of the situation, they began by creating a chemical inventory tailored to the two selected labs. This inventory provided a clear overview of the substances present and made it possible to identify and hazardous materials that were no longer permitted or advisable to use in a laboratory setting
In addition, the students ensured that all chemical products present in the laboratories were correctly labelled. This was done in accordance with the legislation and aimed to clearly communicate the potential risks associated with each substance.
As the internship progressed, chemical waste disposal was in order. Through this way the Water Treatment System was identified Although this system was identified at the end of their internship, Arne Boone & Dries De Freyne were able to document its functioning based on the knowledge available during that time.
To end, a practical checklist was developed that mapped out the progress that had been made since the first year.
Since 2024, QNU decided to invest in a Water Treatment System, introducing a new method for the disposal of liquid chemical waste. This investment was a significant step forward in improving laboratory safety and environmental responsibility. Given the system’s potential to substantially reduce the volume of liquid chemical waste, a new discharge procedure needed to be installed.
The conclusion of the internship emphasized the need for greater attention to the disposal of chemical waste. It was recommended that a similar flow scheme to the one already in use at HOGENT should be
implemented. Such a system would enhance the traceability of hazardous substances, ensure compliance with safety and environmental regulations, and support the development of a more structured and sustainable approach to waste management in laboratories (De Freyne & Boone, 2024b).
In 2025, our internship and bachelor’s thesis builds upon the work of Rob Mertens, Arne Boone, and Dries De Freyne, with a continued focus in the disposal of chemical waste at Quy Nhon University. The key objective is the introduction of a flowing scheme for chemical waste, inspired by the model currently used at HOGENT. This approach aims to improve oversight, enhance environmental responsibility, and align waste disposal more closely with international standards.
The bachelo lude these main parts:
Literature: Legislation necessary to conduct the inventory, labelling, and a ground plan.
QNU Laboratories: This gives an overview of the laboratories that were inspected and improved.
Inventory: Making an inventory of the chemicals.
Labelling and Reorganisation: Labelling of the chemicals with the help of QNU students, and the reorganisation of the storage of the products
Safety behaviour: Observing the awareness of safety before, during and after practicals.
Chemical Waste: Reducing, by using a Flow Chart.
Storage Room: Making a ground plan for safe and correct placing of the chemical products and chemical waste
Figure 1: Timeline Internships at QNU
1. Introduction
1.1. General
Research Question
"How can chemical waste management in the laboratories of Quy Nhon University be improved to enhance user safety and reduce environmental impact?"
This research question builds upon that of the research question of the bachelor’s thesis of Arne Boone and Dries De Freyne With more focus on how to reduce chemical waste, and starting at the roots in order to reduce chemical waste.
1.2. Scope
The scope of this project is Quy Nhon University (QNU), with specific focus on the Faculty of Natural Sciences and Faculty of Education. Within these faculties, more detailed focus lies on laboratories 201 and 206. Lab 201: the Inorganic Chemistry Lab, overseen by Professor Lieu. And Lab 206: the General Chemistry Lab, overseen by Professor Nu. Both located in the A6 building of QNU.
The scope within the laboratories focuses specifically on both students and teaching staff involved in practical laboratory activities. Particular attention is given to the types of chemical products present, the way these products are handled before, during, and after practical sessions, and the overall level of safety observed during laboratory work.
In addition to general handling procedures, a central aspect of the scope is the management and disposal of chemical waste. This includes evaluating whether proper disposal methods are followed, how hazardous waste is stored temporarily within the laboratory, and whether existing procedures align with safety and environmental standards.
By examining these aspects, the goal is to gain insight into current practices and to identify areas where improvements can be made to enhance laboratory safety, promote responsible chemical use, and reduce potential risks for both humans and the environment
1.3. Problem definition
The scope of the project lies within the 7 subprojects of the overall VLIR-UOS project. The VLIR-UOS project is a collaboration between KU Leuven and QNU, with a focus on improving “the livelihood and living conditions through sustainable development of South-Central region of Vietnam” Sub Project 7, or SP7, is one of the seven projects that want to complete this goal. SP7 focusses on two main problems: “Waste Management and Laboratory Management” (VLIRUOS, 2021b)
These two problems serve as a baseline, in order to identify the problems at QNU. Since building this bachelor’s thesis upon the work of Arne Boone & Dries De Freyne, it is also important to look at the situation at QNU after their involvement. Although progress has been made over the years such as the introduction a Flow Chart for Hazardous Waste Classification there is still lack of knowledge and a need for more structured and sustainable procedures, both in waste and laboratory management.
Therefore, a good laboratory organization, safety and a correct lab waste management system, is the focus of this bachelor thesis. This is essential for creating a more sustainable
lab environment. Whereas mentioned in the preliminary summery, there will be focus on 6 key aspects to reach this goal.
Improving sustainability and safety in laboratories is essential to minimize the risk of accidents. Reducing these risks not only prevents immediate dangers but also protects individuals from short and long-term health problems caused by exposure to hazardous substances. Harmful, toxic, carcinogenic, mutagenic and reprotoxic (CMR) chemicals must be replaced with safer alternatives whenever possible, or strict safety measures must be enforced. This also contributes a more effective and sustainable management of lab waste on of the SP7 under the VLIR-UOS project.
Finally, it is crucial to minimize environmental impact. Improper chemical waste management can harm nature, animals, and humans. By implementing better practices, we aim to contribute to a safer and more sustainable working environment in the laboratories of QNU.
By looking at the status of the laboratories, left by Arne Boone and Dries De Freyne Getting pictures of the products at the labs. Labelling the products, by Globally Harmonized System (GHS) standards. And helping to generalize the Flow Chart across the Lab’s, this approach aims to achieve the intended goal
2. Methodology
Since our background in laboratories is minimal, a two-week preparation period was performed which took place at Campus Schoonmeersen HOGENT. More specifically within the Department of Internal Prevention, Environment and Welfare (DPMW) At HOGENT, this department plays a central role in coordinating welfare and environmental matters. It provides support and advice, delivers various services, and fulfils legal responsibilities associated with prevention advisors and environmental coordinators. Through the DPMW, policies related to Good Laboratory Practices (CLP) and waste management are developed and implemented in the entire HOGENT.
This two-week preparation period was to obtain more knowledge on how systems work regarding using and storing chemicals in laboratories, disposing dangerous waste, etc. at HOGENT This period combined practical observation and also included desk research. This desk research was focussed on investigating into legislation that is used. Legislation such as European, Flemish, and Vietnamese legislation.
At HOGENT, a short presentation was given at the end of the two-week preparation with the results of the tasks we have done:
1. Checking the inventory that was made by Arne Boone and Dries De Freyne.
2. Observe practicals, and where the safety risks lie.
3. The storage room, and how we could use it.
4. A purchase strategy, in order to prevent the excessive purchasing of chemicals.
5. The introduction of a Flow Chart of Hazardous Waste Classification based on the one at HOGENT.
Since our arrival at QNU, it has become clear that the recommendations provided last year have not been fully implemented. The inventory made by Arne Boone and Dries De Freyne had not been updated since our arrival. As a result, an excessive quantity of chemicals was purchased Moreover, due to the lack of an up-to-date inventory, the presence of new highly hazardous substances occurred without sufficient oversight, posing potential safety and environmental risks. In addition, the storage room still remains unused. Since all the chemicals are stored in the laboratories, this can create a major risk to human and environmental health.
One improvement worth noting is the use of separate containers for different types of laboratory waste. This system of separation has been effectively implemented, largely thanks to the Flow Chart of Hazardous Waste Classification developed by Professor Nu, which provides clear instructions for hazardous chemical waste management.
Since these recommendations were not followed up completely, we changed our approach and adopted a similar approach as Arne Boone and Dries De Freyne.
First, we started making an inventory of all the products present at the selected laboratories. This inventory is based on Arne Boone and Dries De Freyne’s inventory with some additions. Ground plans were made to keep a better overview of the location of the chemicals. Observations were performed, to understand the current situation. Labelling was done to ensure that the risks were known. A reorganisation of the chemicals was done in the laboratories. And to conclude, the Flow Chart of Hazardous Waste Classification was adapted and efficiently applied in the laboratories.
During the project, discussions were held with students to assess their knowledge and behaviour regarding chemical waste management. To enhance their understanding and encourage behavioural change, guest lectures and workshops were organized by us.
In 2024, Professor Nu participated in a three-month in-depth training on the Flow Chart for hazardous chemical waste management used at HOGENT. Professor Nu brought this knowledge back to QNU and adapted the Flow Chart to suit the local context and legislation. Unfortunately, the Flow Chart at QNU is only used in Lab 206.
Throughout the process, the existing Flow Chart of Hazardous Waste Classification, developed by Professor Nu of QNU was analysed, and efforts were made to improve it. The revised version of the Flow Chart, created at QNU, was subsequently introduced to a broad group of students. This was mainly achieved through guest lectures in which the Flow Chart was explained and discussed.
It was not possible to access the chemical storage room during the project. However, a floor plan was developed, along with a proposed layout indicating where specific chemicals should be placed within the storage area. Once the storage room becomes accessible, it is expected that QNU will consider implementing this proposed layout.
At QNU, the research was mostly focussed on fieldwork. Teachers at QNU had enabled us to enter the laboratories, both during and after practicals. These visits were needed to get a better understanding of the new situation. With this access we gave guest lectures, involved ourselves with the students, etc.
3. Literature study
To get a better insight into understanding the country, the region, and QNU, an extensive literature study was performed.
The study provided some general background information about Vietnam. From its culture, climate, geography and environmental challenges. With more detail to the Binh Dinh region and the city of Quy Nhon. To add, the initiatives Quy Nhon University (QNU) were examined, and considered
3.1. Vietnam
Vietnam is a very diverse country, not only geographically but also culturally. From its highlands in the north, to its tropical coastlines in the south. The province of Binh Dinh, located in the central of Vietnam, experiences a tropical climate during most of the year, but with heavy rainfall during the winter months. This province is economically strong in the primary sector. For instance, rice production, forestry and fishing. Its location is perfect for economical export and hospitality (Wikipedia contributors, 2025c)
Vietnam, in recent years, has taken more steps towards environmental protection and sustainability. This by incorporating national strategies to help restore nature and minimize pollution. The national strategy on Environmental from 2020, with a vision in 2030, with objectives to help prevent environmental degradation and promote sustainable development (Portal, z.d.; FAOLEX, z.d.)
Within the Binh Dinh province lies Quy Nhon, the capital city. Quy Nhon, home to Quy Nhon University, provides students higher education. QNU has an essential role in the development of Binh Dinh. QNU is an active player in international collaborations on topics such as environmental management, laboratory safety, etc (A Positive Impact On Environment And Safety. - Hogeschool Gent, z.d.)
3.2. Quy Nhon
Quy Nhon, the capital of the Binh Dinh province, is a popular coastal city. The city has stunning beaches, mountains and forests. Quy Nhon is home to approximately 650,000 inhabitants. During the most year, the climate is tropical with temperatures up to 38°C. But experiences heavy rainfall during the Monsoon months in the winter.
Quy Nhon has a rich history. Once part of the Champa kingdom, a dominant sea empire during the 2nd until the 15th century. Furthermore, the city served as an important coastal military base for American forces during the Vietnam war.
Figure 2: Workers in plastic separation factory
Quy Nhon, as most of the other cities in the province, thrive on maritime trade. This includes fishing. But also, agriculture more land inwards. The city has experienced more tourism in recent years, which boosts the local economy (Wikipedia-bijdragers, 2025)
Quy Nhon, as mentioned, has a higher education facility in the city called Quy Nhon University or QNU for short. QNU has been rapidly adapting to swift economic and environmental changes.
3.3. Quy Nhon University (QNU)
QNU, established in the year 1977, is a university for higher education located in Quy Nhon Vietnam. Located in the centre of the city, QNU offers a wide range of different disciplines and programs. Such as 17 master’s and 3 doctoral programs (The History Of Quy Nhon University, 2024b).
The university is home to 13.000 students (as of 2021), across 16 different faculties (Departments Of QNU, 2024).
This project focusses mainly on two faculties, the faculty of Natural Sciences with a student population of 1100 students. And the faculty of Education with a student population of 1900 students (Thi Thanh Lieu, 2025)
QNU provides a holistic learning experience that helps and supports students. From the student’s intellectual to personal development. Through a strong support base of knowledge, QNU prepares students with the right competences to enter the work field. This includes social responsibilities, being adaptable and being creative (Educational Philosophy Of Quy Nhon University, z.d.
Figure 3: Skyline of Quy Nhon
Figure 4: Quy Nhon University
3.4. VLIR–UOS - project
The VLIR-OUS Project or VLIR for short, has enabled QNU to rapidly change the way QNU works. The project consists of 7 subprojects, each individual focussing on different aspect of the main goal of the project. The main title of the project is: “Improving livelihoods and living conditions through the sustainable development of the South-Central Coast and Central Highlands of Vietnam by enhancing the capacity of Quy Nhon University.” (VLIRUOS, 2021b)
We partake in the SP7 project within VLIR-UOS project, with Els Van Mechelen as our executive. The goal of the project is to establish a safer disposal of waste, and enhance the laboratory safety. To be more specific the introduction and establishment of good laboratory practices. The project focusses on good waste management practices and improve the safety equipment and facilities (Els Van Mechelen, 2022).
3.5. Legislation
Legislation is no longer unavoidable regarding chemical waste and how it should be managed. Legislation can be found at every level of society. From international legislation such as Vietnamese and European legislation. To local legislation, such as Flemish legislation. This chapter provides more clarity on what legislation was consulted.
As discussed in Chapter 2, our research question was modified since little change had come regarding waste. Our initial research was done regarding waste disposal. But since acceding to QNU, we have seen had not maintained measures implemented since last year On this note, we had to look up: What is waste? What is chemical (hazardous) waste? What procedures are taken to reduce waste?
3.6. European Legislation
3.6.1. What are chemicals?
According to the Registration, Evaluation Authorization and restriction of chemicals (REACH) Regulation (EC No 1907/2006), a substance can be defined as any chemical element and is corresponding compounds, either created naturally or manufactured. If needed, additives are necessary for maintaining its stability and purity through its manufacturing’s process. However, solvents that can be removed without effecting the substance’s stability and purity are excluded, that could alter its composition (REACH, Article 3, Definitions :: ReachOnline, z.d.-b)
3.6.2. What is Waste?
In order to know when chemical substances become waste, the Waste Framework Directive (WFD) helps. According to the Waste and Repealing certain Directives (2008/98/EC), waste means: “any substance or object which the holder discards or intends or is required to discard.” In other words, chemical substances can only be classified as waste, if it meets one of these conditions (Art 3.1) (EUROPEAN PARLIAMENT & COUNCIL OF THE EUROPEAN UNION, 2008)
3.6.3. What is Hazardous Waste?
Some chemical substances are hazardous and may be classified under hazardous waste. According to Waste and Repealing certain Directives (2008/98/EC), hazardous waste means: “waste which displays one or more of the hazardous properties listed in Annex III.” (Art. 3.2) Within Annex III, the properties that make waste hazardous waste, are listed. This includes waste that is explosive, oxidizing, flammable, etc (EUROPEAN PARLIAMENT & COUNCIL OF THE EUROPEAN UNION, 2008)
3.6.4. Waste Framework directive – 2008/98/EC
The Waste Framework Directive (WFD)– 2008/98/EC, serves as a fundament for European legislation on waste management. Since 2008, this legislation has aimed to protect the environment and human health, by installing a framework for the treatment of waste throughout European states.
Through this new framework, the concept of the waste hierarchy emerged. This pyramid distinguished how waste can best be used with consideration of the environment. The pyramid consists of 5 parts.
1. Prevention: As the name implies, this level focusses on the avoidance of waste. By rethinking the product, redeveloping it, etc. fewer materials and energy are used This results in less impact on the environment.
2. Reuse: Is to reuse a particular product. By inspecting, cleaning or repairing the product. No new products will have to be created
3. Recycle: Is where products are formed back into raw materials. These materials can then be reused to make new products. This process can help establish a circular economy.
4. Recovery: Recovery implies that some form of value can still be extracted from the waste, like electricity or heat. This is the least preferable level since it is low in the pyramid. Within Annex II of 2008/98/EC, all recovery operations can be retrieved.
5. Disposal: Is removing the waste to a landfill or burning without heat generation. Disposal is considered the last form, since it has many negative effects on humans and the environment.
(EUROPEAN PARLIAMENT & COUNCIL OF THE EUROPEAN UNION, 2008)
3.6.5. EURAL CODES
The European Waste Catalogue (EWC), also known as EURAL codes, consists of six-digit codes used across Europe to systematically identify and classify waste streams. These codes are essential for waste management, ensuring consistency in reporting, handling, and treatment of different types of waste.
Each EURAL code is structured in 3 parts: the first part two digits indicate the sector origin of the waste; the middle two digits refer to the main category, and the final two specify the particular type of waste.
There are two types of EURAL codes: the standard six-digit code for non-hazardous waste and the six-digit code with an asterisk (*). For example, Acetone has the following six-digit code: 14 06 03*. This shows that this waste can have risks on human and environmental health (Rossi & OVAM, 2021)
3.6.6. REACH regulation – EC No 1907/2006
The REACH regulation (Registration, Evaluation, Authorisation and Restriction of Chemicals) is a framework established by the European Union (EU) which covers chemical safety. Since coming into effect in 2007, the regulation seeks to ensure the protection of people and the environment.
With the introduction of REACH into the EU, the burden of proof is on the manufacturer. Companies that make or import chemical products must register under the European Chemical Agency (ECHA). Under this registration certain information needs to be filled in for instance: the properties of the chemical, the use and the potential risks.
REACH can be found everywhere. Not only in industrial chemicals, but also in consumer products. Such as cleaning products, clothing, furniture, and electronics. Although REACH
does not apply to radioactive substances, own made substances, non-isolated intermediates and carriage of dangerous substances.
By making manufacturers accountable thanks to REACH will create more transparency, innovation and safer market within the EU (REACH Begrijpen, z.d.).
3.6.7. GHS & CLP
The Globally Harmonized System (GHS) is a worldwide framework constructed by the United Nations (UN), to help standardize the classification and communication of hazards of certain chemicals. The key purpose of the GHS is to ensure accurate information about physical hazards and toxicity of chemicals. This way, human health and the environment are protected during handling, transportation and use.
The key purpose can be divided into 3 main objectives:
1. Harmonization of Hazards Classification: GHS adopts the same criteria to classify chemical substances based on their health, physical, and environmental hazards.
2. Standardized Communication Tools: GHS adopts a standardized language of hazard communication element, such as labels with standardized symbols/pictograms. Symbols/pictograms going from GHS01 to GHS09. Signal words and Safety Data Sheet (SDS), with dedicated information about the chemical. These SDS come in different languages to minimize miscommunication.
3. Facilitation of International Trade: By using a standardized system, less classification systems need to be used. Thereby facilitating trade and ensuring safety.
The GHS classification comprises nine distinct pictograms (GHS01 to GHS09), each representing a specific type of hazardous property. For instance, GHS02 indicates flammable substances, while GHS05 is used for corrosive substances. These pictograms are prominently displayed on chemical labels to ensure that the associated hazards are clearly communicated. In addition to these symbols, each label also includes hazard statements (H-statements) and precautionary statements (P-statements), which provide detailed information on the nature of the hazard and recommended safety measures. Together, these elements form a standardized and internationally recognized system of conveying chemical safety information.
The GHS system can be used voluntarily, and thus can be adapted to national regulations. For instance, the EU, have adopted this through the CLP regulation (EC No 1272/2008) (About The GHS, z.d.)
The Classification, Labelling and Packaging (CLP) Regulation (EC No 1272/2008), is an adapted legislation to the standards of Europe, based on that of the UN. Since going into effect in 2009, CLP helps protect human health and the environment, along with the free movement of chemicals within the European market. The manufacturers, importers and downstream users are responsible for classifying the hazards of chemicals, within the CLP framework. This classification is done through specific hazard classes, such as physical hazards (ex. flammability), health hazards (ex. Carcinogenic, mutagenic, reprotoxic, etc.) or environmental hazards (ex. Toxic to aquatic environment) (Wat Houdt CLP in? - ECHA, z.d.)
3.7. Flemish Legislation
To understand what legislation is being used in Flanders we need to look at Vlarem II, and VLAREMA under Vlarem II. Both are based on European legislation, but adapted to Flemish standards. Vlarem II, is more general with the additions of sectoral conditions. Within these sectoral conditions, a distinction is made between different sectors, such as laboratories, and what parameters they are allowed to use. Since MA in VLAREMA, stands for materials, it goes into more detail about substances, and at what point they are classified as waste.
3.7.1. Vlarem II
3.7.1.1. Distance rules
As mentioned, Vlarem II covers environmental regulations in Flanders, from general to sectoral legislation. These general and sectoral legislation refer Annexes that can be found within the legislation. These Annexes can be general, for instance the classification list in Vlarem II under Annex 1, or more specific Annexes, for instance all regarding dangerous substances under Annex 5.
Under Annex 5, there are still several subdivisions, but 5.17.1. is dedicated to the distance rules of hazardous substances. As § 1 of the Annex says, the distance between to elements should be the highest number suggested in the tables. This means if GHS02 and GHS08 were placed in the same room, there should be at least a 3-meter distance between the two elements, as seen in Figure 6.
Furthermore, Annex 5.17.1. subdivided several distance rules based on the aggregation state of the substance. In total there are 4 subsections, all designated by a letter. Section A is based on aerosols. Section B for gases in transportable containers. Section C, solid uncooled gas containers. And most important Section D, above-ground storage of hazardous solids and liquids.
Section D goes into more detail about how hazardous solids or liquids should be stored above ground. The distance rules within this section are based on GHS pictograms. The purpose of these distances is to minimize the risks of chemical interactions, fires, explosions, corrosion, etc.
The following key principles apply:
Explosive substances (GHS01) should always be stored elsewhere from other hazardous materials. Since no explosive substances are found in Lab 201 & 206, is this requirement not applicable
Oxidizing substances (GHS03) must be kept at a minimum of 5 meters away from flammable substances (GHS02). This is the minimum, but this distance can increase based on the storage class identified by the classification list in Annex I of Vlarem II. For instance, a minimum of 10 meters is required for class 2 companies. And 15 meters for class 1 companies.
Within Annex 5.17.1.D, a table can be found to determine the separation distance for storage of hazardous solids and liquids. This table gives step-by-step guide on how to properly and safety distance hazardous substances from each other, as seen in Figure 5.
Step 1: Separate the substances that can react with each other
Step 2: Identify products marked with GHS01 pictogram (explosive substance). As mentioned above, should be stored in a separate room away from other hazardous substances. Since these are not present at QNU, this step can be skipped.
Step 3: If not GHS01 (explosive substances) check for GHS04 (gasses under pressure), and store according to section B or C (depending on the situation). Since these are not present at QNU, this step can be skipped.
Step 4: If the substance is neither an explosive substance nor a gas under pressure, check for GHS03 (oxidizing substance). As mentioned above, should be separated a least by 5 meters or more (depending on storage class)
Step 5: If none of the above apply, check if the substance can self-ignite or have the capability to form flammable gasses when in contact with water. If yes, these products should be stored at least 5 meters from other hazardous substances.
Step 6: If none of the above apply, apply the dominant hazard pictogram rule. Some pictograms have priority over other pictograms. For instance, GHS02 has priority over GHS06
Figure 5: Table of distancing of chemicals under section D, above ground storage
Note. Retrieved from Bijlage 5.17.1 Vlarem II
Look at the table with the different distances and find the combination of GHSpictograms marked on the substances. For instance, HCl 35% has GHS05 and GHS07 and H2SO4 96% has GHS05. Since GHS05 has priority over GHS07, GHS05 must be chosen first. Since HCl and H2SO4 both are acids and both contain GHS05, they can be stored together without any problems (Bijlage 5.17.1., z.d.).
Figure 6: Table of priority rules and distancing of chemicals under section D
Note. Note. Retrieved from Bijlage 5.17.1 Vlarem II
3.7.1.2.
Containment of Chemicals
According to Vlarem II, subsection 5.17.4.3, the storage of hazardous liquids in aboveground containers is subject to specific safety and environmental requirements. This section outlines key parameters such as the required containment volume, distance regulations, and conditions to prevent fire risks, soil pollution, and contamination of (ground) water sources.
Art. 5.17.4.3.1 §1 stipulates that all containers used for hazardous liquids must be placed either inside or above a containment system (referred to as “inkuiping”) to effectively prevent the spread of any leaks or spills. This containment is crucial to limit environmental hazards and comply with fire safety standards.
Further elaboration is provided under Art. 5.17.4.3.7, specifically in §3 and §4, which address the required capacity of such containments systems when the storage area is located outside a water catchment or protection zone and involves only moveable containers.
§ 3 deals specifically with hazardous substances classified under group 2 and group 3. In these cases, when all the vessels/recipients have the same volume, the total required capacity of the containment may be reduced to 10% of the total volume of the stored liquids. For example, if five containers each holds 100 Liters, and the total volume is 500 Liters. Applying the 10% rule, the containment system must then have a minimum capacity of 50 Liters
However, the legislation also states that the containment capacity must always be at least equal to the volume of the largest single container stored within it. Therefore, if one of the containers has a capacity of 200 Liters, the containment system must have a minimum volume of 200 Liters, regardless of whether the 10% rule would otherwise permit a smaller capacity.
In §4 of the same article (Art. 5.17.4.3.7, Vlarem II), a similar principle applies, but only concerning hazardous substances classified under group 1, which represent the highest risk category. In this case, the required minimum capacity of the containment system (or “inkuiping”) is 25% of the total volume of all stored containers.
For example, five containers each holding 100 Liters has a total volume of 500 Liters Based on 25% rule, the containment must be therefore having a minimum capacity of 125 Liters However, this requirement may be reduced to 10% - in this case, 50 Liters – if an appropriate fire extinguishing system is in place and the fire department provides formal approval.
Nevertheless, the same principle applies as in §3: the containment must always have a capacity at least equal to the volume of the largest single vessel/recipient. For instance, if one the containers has a capacity of 200 Liters, the containment must hold at least 200 Liters, regardless of whether the 10% or 25% rule would allow for a smaller volume (EMIS Navigator, z.d.-e)
According to Art 1.1.2 of Vlarem II, definitions are provided for key terms, including hazardous products and flammable liquids. Within the section titled “Hazardous liquids and solids and flammable liquids”, the categorization of hazardous liquids is explained in terms of three distinct hazards groups.
Hazardous liquids – group 1: includes flammable substances classified under hazard categories 1,2 and 3 according to the CLP Regulation, with a flash point lower than 55°C.
Hazardous liquids – group 2: comprises flammable liquids in hazard category 3 that were labelled with GHS02 (flammable) pictogram, with a flash point equal or greater than 55°C. This group also includes liquids fuels and petroleum products.
Hazardous Liquids – group 3: includes all other liquids that are marked with at least one hazard pictograms in accordance with CLP Regulation, but do not fall withing group 1 or 2 (EMIS Navigator, z.d.-d)
3.7.2. VLAREMA
As mentioned above, VLAREMA stands for everything regarding materials, and from which point it is considered waste. To understand at which point a substance or product is considered waste, article 3.1 VLAREMA gives an answer to that. “Waste means any substance or object which the holder discards, intends to discard or is required to discard” For hazardous waste, the definition looks slightly different, which can be found under article 3.2. VLAREMA. Where hazardous waste is described as: “Waste that possesses one or more of the hazardous characteristics listed in Annex III.” (EMIS Navigator, z.d.-b)
Annex III of the REACH regulation, which contains the information that verifies if waste becomes hazardous, has been adapted to the Flemish context, where it is incorporated under Annex 2.1: List of Waste types. This Annex includes the same rules and principles as those established at EU level. Annex 2.1. categorizes 20 different types of waste, each assigned a specific EURAL code, based on the EWC system (EMIS Navigator, z.d.-c)
3.8. Vietnamese Legislation
3.8.1. Vietnam Chemical Law - 06/2007/QH12
Vietnam’s Chemical Law found under Law No: 06/2007/QH12, was established in the year 2007, and taken into effect in 2008. It serves as a framework for the management of chemicals in Vietnam. From its production to its waste, each dedicated to a chapter. This to ensure safety and environmental protection.
This legislation is divided into 10 different chapters, where chapters 1 and 5 are the most important. Chapter 1 provides general provisions, where definitions and the scope are determent. For instance, what chemicals are (Art 4.1.) and how they can become hazardous (Art 4.4.). While Chapter 5 deals with the use of the chemicals. How to use chemicals safely and responsibly. Safe handling Practices for both non-hazardous (Art. 30.2.) and hazardous chemicals (Art. 31.1). Also, how the substances should be used in the laboratories (Art. 33.), how they should be stored (Art. 34), and how to dispose of the chemical residues (Art. 35.) (NATIONAL ASSEMBLY SOCIALIST REPUBLIC OF VIETNAM, 2007a)
When comparing the Vietnamese Chemical Law with Flemish environmental legislation, such as Vlarem II and VLAREMA (mentioned in Chapters 3.7.1 and 3.7.2.), both similarities and differences can be observed. A notable similarity is that both frameworks emphasize the safe management of chemicals throughout their entire life cycle. From its production, to use, to storage, and to dispose. However, the Vietnamese Chemical Law consolidates all relevant provisions into a single, comprehensive piece of legislation, whereas the Flemish systems distribute these responsibilities over several different regulations.
Additionally, although both systems cover hazardous properties and storage requirements, Flemish legislation follows the European CLP and REACH regulations, which are based on the GHS.
3.8.2. Handling of chemicals for scientific experiments and research- 04/2019/TTBKHCN
Vietnamese Circular 04/2019/TT-BKHCN regulates the safe use and management of chemicals in scientific experiments and research. This regulation serves as a follow-up to
Article 33 of the Law on Chemicals (2007) and applies to all individuals and organizations involved in chemical use for research and training purpose.
The legislation sets out specific requirements in various articles to ensure chemical safety in laboratories. According to Article 4, every laboratory must be equid with essential safety equipment, including fire extinguishers, emergency eyewash and shower stations, and appropriate Personal Protective Equipment (PPE).
Article 5 stipulates that laboratories must operate in accordance with proper procedures. This includes the mandatory labelling of each chemical with clear information such as the substance name, concentration, hazard pictograms, and the date of preparation or import.
Article 6, the importance of accurate documentation and information management is emphasized. Each laboratory is required to maintain a comprehensive inventory of all chemical substances present, accompanied by the relevant SDS (Thuvienphapluat.Vn, 2024).
3.8.3. Vietnamese law of environmental protection – Law No. 72/2020/QH14
Vietnam’s Environmental Law, Law No. 72/2020/QH14 provides the framework for environmental protection in Vietnam. Since its entry into force on January 1, 2022, the law defines the responsibilities of individual, companies, and government agencies in the management and protection of the environment. The legislation places strong emphasis on pollution prevention, climate change, and sustainable management in the country.
Within the legislation, definitions can be found under article 3. The legislation defines waste in Article 3.18 as “Any substance in solid, liquid or gaseous form or in any other form that is released from production, business, service or living or other activities.” This broad definition emphasizes that waste can originate form a wide range of human activities and can take on various physical states.
Additionally, Article 3.20 provides a definition for hazardous waste. According to the legislation hazardous waste is defined as “Any waste that exhibits any one or more of the following characteristic properties: toxicity, radioactivity, infectivity, ignitability, reactivity or corrosivity or exhibits any other hazardous characteristic properties.” (THE NATIONAL ASSEMBLY, 2020)
3.8.4. National Technical Regulation on Industrial Effluent (QCVN 40:2011/BTNMT)
The National Technical Regulation on Industrial Wastewater, QCVN 40:2011/BTNMT, establishes the maximum allowable concentrations of pollutant present in industrial wastewater that is discharged into receiving water bodies such as rivers, lakes, canals, etc. This regulation applies to all individuals and organizations involved in the discharge of industrial wastewater.
In total, the regulation sets limits for 33 parameters. These include various physicochemical properties such as biochemical oxygen demand (BOD), chemical oxygen demand (COD), pH, colour and temperature. In addition, maximum permissible concentrations are defined for heavy metals including cadmium, lead, zinc, etc. The regulation also addresses hazardous substances such as phenols, cyanides, etc., as well as microbiological contaminants.
Furthermore, the regulation refers to legislation on how to correctly take a sample of the wastewater (CỘNG HÒA XÃ HỘI CHỦ NGHĨA VIỆT NAM, 2011).
3.8.5. National Technical Regulation on Industrial Effluent (QCVN 40:2025/BTNMT)
This regulation is an updated version of the national technical regulation on industrial effluent in Vietnam. The new version, QCVN 40: 2025/BTNMT, will come into effect on September 1st, 2025, and will officially replace the previous standard.
One of the most significant changes is the expansion of the discharge zones. While 2011 regulations distinguished only between two categories Colom A (for discharges into water bodies used for domestic prepose) and Colom B (for general surface waters) The updated regulation introduces a third category: Colom C, which applies to discharges into less sensitive water bodies (can be found under Art. 1.3).
In addition, the environmental standard has become considerably stricter. The new regulation reduces the permissible concentrations of various pollutants in industrial wastewater. Parameters such as BOD, COD, pH, heavy metals, etc. are now subject to tighter limits, meaning that lower concentrations of these substances are allowed to be present in effluents before discharge into the environment (can be found under Art. 2.2) (Cục Kiểm Soát Ô Nhiễm Môi Trường, 2025b)
3.9. Disposal in Vietnam
3.9.1. BDE.JSC
Established in 1975, the Binh Dinh Environmental Joint Stock Company (BDE.JSC) is a specialized company operating in the field of waste management and environmental conservation in the Binh Dinh province, Vietnam. Over the years, the company has developed a comprehensive portfolio of services aimed at promoting sustainable waste handling and environmental protection in the region.
One of its core services is the “management of household waste, from its collection, transportation, and treatment ” In collaboration with the Norwegian Embassy, the company has established a Material Recovery Factory, which focusses on the recycling of plastic bottles. This initiative contributes significantly to reducing plastic pollution and supports a circular economy (Định, z.d.; BDE.JSC: Sustainable Waste Management Services in Quy Nhon, Vietnam, z.d.)
In addition to solid waste management, BDE.JSC also oversees the operation of drainage and wastewater treatment systems. The wastewater managed by the company originates from both domestic and industrial sources. To handle these effectively, BDE.JSC operates two dedicated wastewater treatment systems: one designed specifically for leachate generated at the landfill site, and another for treating domestic and industrial wastewater.
Since 2014, the wastewater treatment system has been operation with an initial capacity of 14,000 cubic meters per day. As subsequent project, carried out between 2021 and 2024, successfully expanded the system’s capacity to 28,000 cubic meters per day, thereby enhancing the company’s ability to meet growing demand and environmental standards (PHIM NHÀ MÁY NHƠN BÌNH_PHỤ ĐỀ TIẾNG ANH.mp4, z.d.).
Through these initiatives, BDE.JSC plays a vital role in the sustainable management of waste in the Binh Dinh province (Định, z.d.; BDE.JSC: Sustainable Waste Management Services in Quy Nhon, Vietnam, z.d.)
3.9.2. The Hau Sanh Trading and Services Co., Ltd.
Hau Sanh Trading and Service Co. Ltd. Is a company specializing in environmental management, with a strong focus on the handling of industrial and hazardous waste. Its core activities include the collection, transportation, storage, treatment, and processing of
various waste streams. In addition, the company supplies equipment aimed at improving environmental conditions.
Located in the Nhon Hai Economic Zone, Hau Sanh Co. operates a waste management facility covering an area of approximately 22,000 m². This facility is equipped with modern systems designed to safely and efficiently treat hazardous waste, serving not only the local area but also surrounding regions.
The company's overarching goal is to contribute to a clean and safe working environment for its clients while actively supporting broader sustainability efforts. Proper hazardous waste management is not only a key objective of Hau Sanh Co., but also a legal requirement essential for protecting both human health and the environment.
This information is provided by the company itself and reflects its own mission and perspective (Giới Thiệu Chung, z.d.).
3.10. Waste regulations at HOGENT
HOGENT is committed to complying with all relevant legislation regarding the use and management of chemicals. However, legislation imposed at higher levels (European, Flemish, etc.) cannot always be directly implemented within the university’s policies. Instead, it must be interpreted and adapted to ensure its applicability and relevance within the context of HOGENT. These adaptions are outlined in the university’s “Code van Goede Praktijk” or “Code of Good Practices” or “CGP”. Since this bachelor’s thesis focusses on a laboratory setting, the applicable guidelines are those described in the “Laboratory Regulations”.
3.10.1. What is hazardous waste?
According to HOGENT’s CGP, hazardous waste is identified as waste that poses a risk to humans, animals, or the environment. At HOGENT, such waste appears in various forms, including “’(in)organic acids, (in)organic bases, solvents, (non-)hazardous medical waste, contaminated glassware”, and more. Proper identification and disposal of these types of waste are essential to ensure safety and compliance with environmental regulations (“Laboratoriumregelement”, 2024, p. 22).
In line with this, CGP further defines chemicals or products with hazardous properties (PMGE) as “substances which, because of their intrinsic properties or the conditions under which they are used, may cause danger, harm, or serious nuisance to humans, animals or the environment.” According to this definition, even a single hazardous property is sufficient to classify a substance as hazardous. Moreover, multiple hazardous properties may react within one substance, meaning that certain materials can be classified as toxic, corrosive, carcinogenic, mutagenic, reprotoxic (CMR), or a combination of these categories (“Laboratoriumregelement”, 2024, p. 12)
3.10.2. How to use hazardous products
The use of hazardous materials at HOGENT is always guided by a thorough risk analysis. Within HOGENT, three distinct types of risk assessments are employed: the Risk Analysis for Chemical Agents, the PMGE Analysis, and the Risk screening for Chemical Agents.
In laboratories where multiple chemical substances are used simultaneously during experiments, a thorough risk assessment is essential to ensure safety. One of the most important tools for this purpose is the Risk Analysis for Chemical Agents, or RACA.
RACA is a structured method to determine the level of risk associated with working with chemical agents. Using an Excel-tool, it calculates a risk score by evaluating three key factors: the hazardous properties of the substance, the frequency of use, and the level of
exposure. The resulting score provides a clear indication of the potential danger: the higher the score, the higher the risk.
The STOP-principle is applied within the framework of the various risk analyses. Originating from a European directive, it requires the implementation of preventive measures in a specific order of priority to minimize exposure to hazardous substances (“Laboratoriumregelement”, 2024, pp. 18-19)
1. Substitution: Replacing or eliminating a hazardous substance with a safer alternative.
2. Technological measures: Reducing the concentration of the hazardous substance in the exposure zone through technical or engineering controls
3. Organizational measures: Minimizing the number of people exposed, as well as the intensity and duration of exposure.
4. Personal Protective Equipment (PPE): Using personal protective clothing and equipment to safeguard against exposure when other measures are insufficient.
3.10.3. Storage of chemicals
Since HOGENT requires a wide range of products to carry out practical sessions, a general storage room is necessary to safely store these substances. During the two-week preparation period, this type of storage room was visited at the Schoonmeersen Campus as show in Figure 7. This is helpful to understand the purpose of this facility, positioning of the chemicals within this facility, and overall prevention measures taken to ensure safety within this facility.
Note. Photo taken by Y. Ronsse, 2025. Used with permission.
Furthermore, it is essential that such a storage room complies with relevant environmental legislation. This includes adequate ventilation with outside air, proper classification of products based on their hazard symbols (See Chapter 3.7.1.1: Distance rules), and the safe storage of hazardous chemical substances on drip trays as illustrated on Figure 8 (See Chapter 3.7.1.2: Containment of Chemicals), with attention to the chemical reactivity of the substances involved (“Laboratoriumregelement”, 2024, p. 21)
Figure 7: Chemical Storage Room at Campus Schoonmeersen
3.10.4. How to dispose of hazardous waste?
In the laboratories at HOGENT, designated waste collection points, referred to as waste corners, are present in each lab. At these locations, the various waste streams are separated and collected in specific waste vessels, each of which is labelled with a DPMW identification label to ensure proper tracking and handling. Within HOGENT, every waste stream is accompanied by a dedicated waste sheet that provides essential information about the vessels contents, collection conditions, and relevant safety recommendations. These collection points are illustrated in Figure , which provides a visual overview of the setup used at HOGENT (“Laboratoriumreg
To facilitate the correct sorting of chemical waste at HOGENT, a Flow Chart has been developed, as seen on Figure 10. This tool guides students in disposing chemical waste into the appropriate vessels, ensuring that the sorting process is both safe and accurate. It also simplifies the task for the waste collector, who no longer needs to verify the contents manually, but can rely on the DPMW label for correct identification.
The Flow Chart at HOGENT applies specifically to liquid hazardous waste. Solid hazardous waste within HOGENT follows other guidelines. It leads users step-by-step through key
Figure 8: Drip trays at Laboratories at HOGENT Note. Photo taken by Y. Ronsse, 2025, Used with permission.
Figure 9: Waste Corner at HOGENT laboratories
classification decisions, starting with the identification of mercury or mercury salts, which must be collected separately due to their toxicity.
The next steps evaluate the organic solvent content. If it exceeds 20%, the waste is further divided based on the presence of halogenated compounds. Waste with more than 2% halogenated content must be collected in a separate container to prevent hazardous reactions and facilitate proper treatment. Non-halogenated solvents go into a dedicated container as well.
Further down, the Flow Chart distinguishes organic acids (over 50%) and waste containing heavy metals, with specific thresholds and pH conditions determining whether the waste must go to a special heavy metal container of may be disposed of via the sink under strict Wassergefährdungsklasse or Water hazard class (WGK) conditions. Finally, the Flow Chart accounts for inorganic acids and bases, directing them to the appropriate containers based on pH and composition. An important feature of the system is the use of a colour code. Each type of waste is linked to a distinct colour, allowing for a clear visual distinction between the different categories. This greatly improves usability for students, who can more easily recognize the correct disposal vessel, and enhances efficiency and safety for the waste collector. This structured approach not only improves safety and environmental compliance but also helps students build correct laboratory habits from the beginning of their academic journey (Ronsse, 2025)
Figure 10: Flow Chart at HOGENT Note. Adapted from DPMW, 2014. Used with permission.
4. Laboratories at QNU
As mentioned, the research performed at QNU will be dedicated to the selected laboratories 201 & 206. This to establish an overview of the evolution of the two laboratories at QNU. Since laboratories 201 & 206 were chosen for its educational goals, it is important that the next generations know what to do with laboratory waste. As mentioned in Arne Boone & Dries De Freyne bachelor’s thesis, Professor Nu and Lieu both showed great enthusiasm regarding reducing lab waste.
In addition, Professor Nu and Lieu will become the pioneers at QNU, with the implementation of an improved laboratory and chemical waste management system.
4.1. Lab 201 Inorganic chemistry lab
Lab 201, where Professor Lieu does her practical’s, is a laboratory dedicated to education Since this is a general laboratory, most of the first-year student start their academic career here.
The laboratory hasn’t changed that much since last year’s description. Chemicals are still placed in random order not considering safety distances, whereas the risk of something happens increases. For example: flammable chemicals in high quantities next to oxidizing chemicals in high quantities. To add, still no hazard pictograms, labelling of risks, labelling of Hazard/Prevention-phrases on products. This on self-made substances or purchased substances.
To reduce risks and improve operational efficiency, standardized floor plans were created for both laboratories. Inside each lab, different kinds of storage elements such as, shelves, cabinets, stretchers, etc. were identified, numbered and colour coded as seen on Figure 11
As seen on the floor plans, there is not yet a proper waste corner, and the vessels with chemical waste are not placed on drip trays. Additionally, there is no spill kit available in case of a spill or accident. Furthermore, there is no designated area for PPE, such as gloves and safety goggles
Figure 11: Floor Plan Lab 201 with numbering and corresponding legenda
The goal is to align the numbering system from the shelves, cabinets, stretchers, etc. within the floor plan with the inventory. This alignment helps implement proper guidelines for stocking specific chemicals is specific locations. On top of that, it helps professors, etc. to easily adjust the inventory, if chemicals are depleted, in the wrong place, etc. By making identification and removal easier, thanks to the floor plans, there is no need to go through the entire inventory list.
It’s still difficult to distinguish between the handwash station and the Water Treatment System (WTS), as the WTS looks very similar to a regular handwash and neither of them has any signage. To solve this problem, a visual distinction was made on the floor plans.
4.2. Lab 206 General Chemistry Lab
Lab 206, where Professor Nu conducts her practical sessions, shares the same educational objectives as Lab 201. Structurally, the layout of Lab 206 is largely similar to that of Lab 201, with one notable difference: the stretchers are positioned along the outer walls of the laboratory. To reduce risks and operate more efficiently, a standardized floor plan was created for Lab 206. Similar to Lab 201, all storage units such as shelves, cabinets, stretchers, etc. were numbered and also labelled on both the floor plan and within the physical space itself to ensure consistency and ease of navigation. As mentioned above, clear signage will be placed to indicate both the WTS sink and the handwashing sink, to make the distinction easier. The floor plan and its corresponding legenda for Lab 206 can be seen in Figure 12
Figure 12: Floor Plan Lab 206 with numbering and corresponding legenda
4.3. Comparing Lab 201 & 206
When comparing Labs 201 and 206, notable differences can be observed. The most significant distinction is the size of Lab 201 seen on Figure 13, which allows for the storage of a greater quantity of chemical products. Additionally, Lab 201 is equipped with a fume hood, financed by the VLIR-UOS project.
Both laboratories are currently making efforts to separate laboratory waste according to its hazardous properties. However, due to the absence of a clear and standardized procedure, waste is still frequently misclassified. Thanks to the introduction of the Flow Chart of Hazardous Waste Classification, the separation at Lab 206 as seen on Figure 14, is a bit smoother than at Lab 201.
Despite these differences, the overall layout of both laboratories is largely identical. At the front of each laboratory, there is a board, and a desk designated for the professor. In the centre, a large ceramic tiles table is provided for students to carry out both theoretical tasks and practical exercises in lab 201 For lab 206, a large snowfall granite table is provided for the students to carry out both theoretical tasks and practical exercises. Along the other walls shelves, cabinets, and stretchers are used to store a wide range of chemical substances.
Figure 13: Lab 201 at QNU
Figure 14: Lab 206 at QNU
4.4. Practicals
In order to gain a better understanding of the current practices within the laboratories, several practical sessions were observed. The goal was to assess how chemicals were handled, how waste was disposed of, and whether appropriate PPE was used.
At QNU, each practical session consists of 3 parts. The first part is theoretical, during which the experiment of the day was explained. The second part involves, the practical itself. The third and final part concerns the disposal of chemical waste using designated vessels, the sinks (Sewer and WTS), or waste bins.
The observations that were performed focussed on the second and third part: the practical and the disposal of chemical residues.
The second part was often carried out in a rather disorganized manner. Chemicals frequently lacking hazard pictograms were handled without adequate PPE. Students moved around the laboratory, and multiple bottles of the same substance were sometimes found on the same table. The only form of PPE was the lab coat, worn by the students.
The third part, the disposal of waste, varied between the two selected laboratories. In Lab 206, waste handling was more structured thanks to the implementation of the Flow Chart of Hazardous Waste Classification, developed by Professor Nu (as discussed in Chapter 2: Methodology). This Flow Chart guides students through a step-by-step process, helping them determine the appropriate final recipient. As a result, chemical waste management in Lab 206 proved to be more efficient than Lab 201.
Interviews with students were conducted to gain insight into their understanding of the Flow Chart of Hazardous Waste Classification. While the purpose of the Flow Chart was generally understood, many students still required assistance from the professor, as this tool was relatively new to them. (See attachment 12.1: Asked questions to students regarding the Flow Chart)
4.5. Findings after practicals
During the laboratory practical sessions, it was observed that practicals were carried out in a rather unstructured manner. Many students used chemical products interchangeably and frequently neglected to wear PPE. This posed significant safety risks and highlighted a need for improved safety awareness. To address this issue, the topic of “Safety Behavior” was added in Chapter 7. This chapter aimed to raise student awareness around safety protocols and responsible conduct, emphasizing the importance of consistent and correct use of PPE and safe handling practices
Despite the challenges observed in general safety practices, some positive developments were noted. The introduction of a Flow Chart of Hazardous Waste Classification in this lab led to improved waste management practices compared to Lab 201, where such a system was not yet implemented. The Flow Chart provided a clear and structured guideline for the separation and proper disposal of chemical waste, contributing to a safer and more environmentally responsible laboratory environment. Additional initiatives and improvements concerning chemical waste handling are discussed in Chapter 8: Chemical Waste.
Overall, while initial observations highlighted room for improvement, it became clear that students possessed a solid foundational knowledge of chemistry. Moreover, they engaged with the material enthusiastically and showed a willingness to adopt safer laboratory practices, which is an encouraging step towards fostering a culture of safety and sustainability at QNU.
5. Inventory of chemicals
Maintaining an up-to-date inventory of chemicals is essential for ensuring safety within laboratory environments. An accurate chemical inventory provides clear insights into the number and types of substances present at a given site, including their associated hazard symbols and classifications. This information is crucial for identifying potential risks and implementing appropriate safety measures. By having a comprehensive overview, the likelihood of harmful exposure or environmental damage can be significantly reduced, thereby contributing to a safer working environment.
5.1. Current situation and observation
At the start of the internship, a review was conducted of the existing inventory for laboratories 201 of Professor Lieu and 206 of Professor Nu at the university. This inventory had been compiled during the previous academic year by two students, Arne Boone and Dries De Freyne, as part of their internship. The inventory compiled last year included all chemicals present in both laboratories 201 and 206. For each product, the following information was recorded: the name of the chemical, its gross formula, purity, container type, chemical classification, total quantity, remaining quantity in the container, applicable GHS symbols, corresponding SDS sheets, labelling status, and the manufacturer, as seen on Figure 15.
The first step that was taken was to verify whether the inventory created last year had been properly maintained and kept up to date.
Upon evaluation, it became clear that the inventory had not been kept up to date. No modifications or updates had been made after the conclusion of Arne Boone and Dries De Freyne’s internship. As a result, the inventory no longer reflected the actual situation in the laboratories.
This finding was unexpected, as we assumed that the inventory would have been regularly updated and monitored by the responsible professors to ensure its accuracy. The lack of maintenance not only complicated our initial efforts but also underscored the need for a more sustainable and systematic approach to inventory management moving forward.
5.2. Actions taken during the project
Following the observation that the previous inventory was outdated and incomplete, several steps were taken to update and improve the inventory system for laboratories 201 and 206. The main goal was to create a reliable and accurate overview of all chemicals present in both laboratories.
The first step of the project consisted of creating detailed and clearly structured floor plans for laboratories 201 and 206. These floor plans as seen in Figures: 11 and 12, served as the
Figure 15: Inventory template by Arne Boone & Dries Freyne Note. Created by Arne Boone & Dries De Freyne, 2024. Used with permission.
foundation for the inventory process. Each cabinet, under-counter cabinet, and shelf was systematically numbered to facilitate identification and future reference. To enhance clarity, a colour-coding system was introduced, allowing a clear visual distinction between different storage types and areas within the laboratories.
After finalizing the floor plans, work on compiling a new inventory commenced. The structure of this inventory was based on the approach used by the students from the previous academic year. While several improvements were made to enhance its usability and accuracy. Microsoft Excel was selected as the tool for compiling the inventory, given its flexibility and familiarity within the academic environment.
The inventory included several key data fields: the full chemical name, the molecular (gross) formula, the purity of the substance, the type of container, the classification of the chemical, the quantity present, the estimated remaining quantity, the designated GHS hazard symbols, a hyperlink to the corresponding Safety Data Sheet (SDS), and an indication of whether proper labelling was present, as seen in Figures 16 and 17. The physical storage location of each substance was also recorded, using the numbering system from the floor plans
An important innovation introduced compared to the previous version was the strict integration of the inventory with the floor plan. Instead of listing chemicals in a general manner, each entry was categorized according to its specific location, whether in a numbered cabinet, under-cabinet, or shelf. This created a direct, easily verifiable link between the physical storage arrangement and the inventory list. Furthermore, a separate “Notes” column was used to include any relevant remarks or observations for specific substances. Additionally, a new “Where” column was added to include where the product originates from, as seen in Figure 18
Figure 16: Part 1 of Inventory template by Arne Boone & Dries De Freyne Note. Created by Arne Boone & Dries De Freyne, 2024. Used with permission.
Figure 17: Part 2 of Inventory template by Arne Boone & Dries De Freyne Note. Created by Arne Boone & Dries De Freyne, 2024. Used with permission.
18: Updated Inventory with "Where" and "Notes" columns
At the start of the internship, the inventory work followed a photographic method. Photographs were taken of the storage spaces and their contents, which were subsequently analysed outside the laboratory. From these images, chemical names, formulas, and other details were extracted and recorded in the inventory. However, after completing approximately half of the first laboratory, it became apparent that this method was relatively inefficient and prone to errors due to unclear labels and insufficient detail in the photographs.
As a result, a more efficient method was adopted. Two persons worked simultaneously inside the laboratory: one person read aloud all relevant information from each chemical container. This meant the chemical name, formula, purity, and hazard symbols, etc. While the other person immediately entered this information into the Excel inventory. This approach greatly reduced the risk of transcription errors and improved the speed of data collection. Following the initial data entry, additional work was required to retrieve and insert the correct SDS documents, ensuring that each chemical was accompanied by its official safety documentation.
The process of creating and verifying the new inventories by us, was highly timeconsuming and labour-intensive, requiring careful attention to detail, particularly to correctly match chemicals with their corresponding SDSs and to assess the labelling status. We completed this process entirely on our own
Figure
5.3. Findings after Inventory
The chemical inventories for laboratories 201 and 206 have been fully updated and structurally refined. The finalized floor plans have been clearly linked to the inventory, allowing for easy identification of each substance’s storage location. Compared to the previous version, several additions and improvements were made to enhance usability and traceability.
This optimized structure not only provides a clearer overview of all chemicals present but also significantly strengthens the overall safety management within the laboratories.
During the process, it became clear that some chemicals were unlabelled, and in some cases, the identity of the substance could not be verified. In such cases, the product was marked as unknown, and further follow-up was advised. Additionally, several containers held very small remaining quantities of chemicals, raising the question of whether they should be kept or safely disposed of.
To ensure the long-term value of this inventory, it is essential that QNU actively maintains and updates the data. A key recommendation is the assignment of a responsible person or team within the department to routinely verify the inventory and incorporate any changes such as new purchases, disposals, or relocations without delay. This will help avoid a recurrence of the previous situation, where the inventory became outdated following the departure of the responsible students.
It is also recommended that this structured approach be expanded to other laboratories at QNU. Laboratories 201 and 206 can serve as a pilot case, demonstrating how a clear, accessible inventory system contributes to better chemical oversight, safety, and sustainability.
Lastly it is strongly recommended to appoint a laboratory assistant who would be responsible for regularly updating the existing chemical inventory. This role would not only ensure accurate and up-to-date records but would also support the development of a more efficient and well-informed purchasing policy.
5.4. Conclusion of the Inventory
The successful development of a comprehensive chemical inventory for laboratories 201 and 206 provides QNU with a reliable and practical tool for chemical management. By clearly documenting all substances and linking them to their exact storage location, the inventory enhances transparency, facilitates daily use, and strengthens internal safety procedures.
The work builds upon a previous inventory system, but adds key structural improvements, particularly the integration of spatial mapping. This innovation not only supports safer handling practices but also offers a strong foundation for future initiatives, such as improved waste management, optimized procurement, and the reduction of redundant or expired chemicals.
Maintaining this inventory is crucial to preserving its relevance. With proper follow-up by QNU, the system can become a long-term asset for the university, supporting both environmental goals and the well-being of laboratory users.
6. Labelling chemicals
Proper labelling of chemicals is essential to ensure that users are aware of the specific risks associated with each substance. Since every chemical can pose different hazards such as toxicity, flammability, corrosiveness, etc. These dangers must be clearly communicated through appropriate labelling. Without accurate and visible labels, users are unable to identify the potential risks, which can lead to unsafe handling practices and increased danger to both human health and the environment. Clear labelling is therefore a fundamental aspect of chemical safety management.
6.1. Current situation and observation
As discussed in Chapter 5.1: Current situation and observation, it became apparent that the chemical inventory previously established by students Arne Boone and Dries De Freyne had not been maintained. In addition, the ongoing labelling of chemicals had also ceased entirely. Based on a comparison with the new inventory, it was found that only approximately 30% of the chemicals present were still labelled. Although some substances do not require labelling because they are not classified as hazardous, a significant number of chemicals that should have been labelled were not. It is estimated that more than half of all substances requiring a GHS label lacked appropriate hazard identification.
No chemicals classified under GHS01 (explosive) or GHS04 (gasses under pressure) were found in either of the laboratories (as mentioned in Chapter 3.7.1: Vlarem II). As such, there is currently no need for the application of these two specific hazard labels.
One of the most notable observations was that frequently used chemicals were often not labelled at all. In contrast, less commonly used substances were more likely to retain their original GHS symbols. Laboratories 201 and 206 together contained an estimated total of 1,200 chemical products. Of these, only about 360 were labelled. In several cases, chemicals that would normally require up to five different hazard pictograms were found without any hazard symbols present.
The organization of chemical storage also raised concerns. In both laboratories, oxidizing and flammable substances were sometimes stored directly next to each other, despite the risks associated with such combinations. Also, highly acidic chemicals were sometimes stored directly next to strong bases, which poses a significant risk due to the potential for dangerous reactions between these substances.
Storage stretchers containing frequently used chemicals showed no clear separation based on chemical compatibility. Although some cabinets were labelled with storage instructions for example, specifying acids or solvents only these guidelines were not consistently followed. Unrelated chemicals were often found inappropriately stored within these designated cabinets.
Overall, chemical management and lab organization appeared to be insufficient. Laboratory 206 housed fewer chemicals and was somewhat more structured in comparison as mentioned in chapter 4.3. Laboratory 201, on the other hand, contained a significantly higher number of chemicals and appeared considerably more disorganized, with substances stored on shelves, worktables, and various other surfaces without clear order or safety consideration.
6.2. Action taken during the project
6.2.1.
Labelling
As discussed in Chapter 6.1: Current Situation and Observation, the chemical inventory revealed that only 30% of the chemicals were properly urgent improvement since, students didn’t know with what type of they were working with.
To initiate this change, a GHS information file was developed in both English and Vietnamese (translated by Professor Nu) purpose of this file was of the chemical pictograms code for flammable substances GHS02, was accompanied by its corresponding hazard pictogram and a description of its meaning (See prominent locations within the laboratories so that students could consult it at any time
Additionally, a presentation was created to further emphasize the importance of proper labelling. This presentation (GHS), as discussed in Chapter 3.6.7: CLP & GHS, and its relevance within the laborator environments. It was also a reminder for the students of the one chemical may have, and its corresponding GHS
To ensure chemicals are included in the presentation. This guide correctly. The steps are as follows
1. Identify the correct chemical.
2. Make sure the physical state SDS.
3. Check that the concentration of the chemical corresponds with what is stated in the SDS.
Figure 19: GHS-file at Lab 201
To further support correct labelling practices, a short instructional video was produced. This video guides students step-by-step through the labelling process, serving as a quick and accessible reference in case they forgot the outlined procedure.
These initiatives culminated in the organization of a hands-on workshop on chemical labelling. The workshop was structured into two main parts. The first part introduced the GHS system through the presentation, highlighting its significance and practical application in labelling. In the second part, students engaged in the actual labelling process using the two supporting tools.
Before the labelling activity (second part) began, the step-by-step labelling guide was written on the board to ensure that all the students could follow the correct procedure (See Figure 20). The class was then divided into pairs, with each group assigned a specific section of the laboratory. Each group received a set of GHS pictograms and were tasked with labelling the chemicals in their designated area correctly, based on the provided guidelines.
Once started with labelling, the students were actively following the step-by-step guide on the board or PowerPoint Presentation. One student searched up the chemical with the corresponding GHS-symbols, and the other checked and labelled the chemical. This system worked very well, and within the time frame provided the class was almost fully labelled.
In both classes, it took approximately to complete the labelling of all chemicals.
Figure 20: Guide to SDS
Figure 21: Workshop labelling GHS at Lab 201
A few things were difficult for the students such as the concentration and the physical state. Since our inventory showed us that many of the products didn’t have any concentration on them, we had to make a sacrifice. The sacrifice was that we recommended the first SDS file the students found, if it had the right physical state. This is not the best approach but since the concentration was not known, we had no other choice.
Physical state was sometimes overlooked by the students. Since the concentration was not known, it was important to check the physical state. Different physical states can have different risks, and therefore different labels. Since observing we saw that students had some difficulty with finding where the physical state is mentioned. That is why after announcing it to the class, we told them to search up “solution/liquid”. This helped for the most part. Still some chemicals were hard to find in another physical state. That is where we helped, and showed it using the step-by-step guide written on the board.
It was observed that the concentration was not always indicated on the chemical containers, which made accurate labelling more difficult. The professors acknowledged this issue and committed to purchasing chemicals with clearly stated concentrations in the future. They also assured continued follow-up on proper labelling practices.
6.2.2. Reorganization
An initial storage layout was designed with consideration linked to the ground plans of the two laboratories for both safety and usage frequency, as required by QNU. Frequently used chemicals had to remain accessible on open shelves. A safer storage arrangement was developed by placing incompatible substances as far apart as possible, taking into account their chemical nature (acids vs. bases) and the relevant GHS symbols.
As referenced in Chapter 3.7.1.1: Distance rules, efforts were made where feasible to respect the distance guidelines recommended by Flemish standards.
During the guest sessions described in Chapter 6.2.1: Actions During the Project –Labelling, the reorganization of the chemicals were implemented. GHS stickers were applied to the storage cabinets, and chemicals were relocated to their designated positions during the labelling process. This was carried out in both laboratories 201 and 206. Separate cabinets were created for acids and bases.
Once the reorganisation was completed, Professor Nu created printed overviews indicating exactly which chemicals belonged in each specific cabinet, going beyond the general GHS symbols, as seen on Figure 22 These lists provided a clear inventory of the contents per cabinet and were visibly displayed. Professor Nu also personally verified the new layout and made final improvements where necessary
In laboratories where hazardous chemicals are used, drip trays are essential to prevent leaks and contamination. This requirement is clearly outlined in Chapter 3.7.1.2. Containment of Chemicals, which explicitly states that liquid chemicals must always be stored in leak-proof secondary containment to prevent incidents in the event of spills or container failure.
During the inventory process, it was observed that drip trays are missing in laboratories 201 and 206.
6.3. Findings
6.3.1. Findings after labelling
Following the two organized workshops, all chemicals in laboratories 201 and 206 were successfully labelled. The labelling process proceeded smoothly, with students demonstrating a high level of engagement and enthusiasm throughout the sessions.
It is now crucial that the labelling is regularly monitored, and that QNU maintains proper labelling practices, especially when new chemicals are introduced into the laboratories. Although the initial labelling was completed successfully, a few unlabelled chemicals were later found in the labs. This underlines the importance of ongoing attention to and compliance with labelling procedures to prevent similar issues in the future.
Equally important is the purchase of chemicals that clearly indicate their concentration. The absence of this information made correct labelling challenging during the workshops. Ensuring that only well-labelled chemicals with specified concentrations are acquired will greatly support safe chemical management.
Furthermore, special care must be taken when chemicals are moved between laboratories. Labels must remain intact and accurate after relocation. Any newly introduced chemical must be labelled immediately upon arrival.
To guarantee the continuity and consistency of correct labelling, it is strongly recommended to appoint a dedicated laboratory assistant responsible for maintaining and overseeing the labelling system. This recommendation aligns with the suggestion made in Chapter 5.3: Results of Inventory, where the need for structured oversight was identified.
Figure 22: Updated inventory per cabinet at Lab 206
6.3.2. Findings after reorganization
The reorganization of laboratory 206 resulted in a significantly safer and more structured chemical storage system. Although a detailed plan had been developed in advance, certain adjustments were necessary due to restrictions imposed by QNU for example, some cabinets and materials could not be relocated. We applied the same approach in laboratory 201, ensuring consistency in safety and organization as seen on Figure 23
In the current layout, acids are clearly separated from bases to prevent hazardous reactions. Oxidizing agents (GHS03) are stored as far as possible from flammable substances (GHS02), and toxic and health-damaging substances (GHS08) are also placed at a safe distance from flammable chemicals. This separation minimizes the risk of chemical incompatibilities and improves overall laboratory safety.
All storage units, including cabinets, base cabinets, and shelves, are now clearly marked with GHS pictogram stickers. These visual indicators help both staff and students to store chemicals correctly and consistently.
Not all storage space could be utilized due to existing use for tools and equipment, and the limited size and infrastructure of the lab made it impossible to fully implement ideal distance regulations such as those applied in Belgium. Nonetheless, the final layout
reflects a practical and well-thought-out compromise between safety guidelines and local constraints.
The chemical inventory is now not only fully labelled but also organized according to a clear system. Specific shelves have been designated for certain types of substances such as GHS07-labelled bases and neutral substances ensuring easier access and reducing the chance of error. The improved structure facilitates safer handling and storage of chemicals and provides a solid foundation for maintaining this system in the future.
We strongly recommend the installation of appropriate spill containment trays in all laboratories containing hazardous liquids. This is a simple yet highly effective safety measure that not only reduces risk but also ensures compliance with international safety standards.
Figure 23: Chemical storage after Reorganization at Lab 201
6.4. Conclusion of labelling and
reorganization
The labelling of chemicals in laboratories 201 and 206 was a crucial step toward improving chemical safety and awareness at Quy Nhon University. Approximately 70% of the substances required labelling and were addressed during two student workshops. (As mentioned in chapter 6.2.1: Labelling) These sessions combined theoretical instruction with practical application, using GHS stickers identical to those employed at HOGENT and relying on the information found in the SDS.
Students were guided to ensure that the correct chemicals were selected, that the physical state of each substance matched the SDS, and that the concentration corresponded appropriately. The process was carried out smoothly, with students demonstrating strong engagement and responsibility.
To support long-term adherence to safe practices, both a presentation and an instructional video were developed and shared with students and professors. These materials included Vietnamese translations to ensure accessibility and clarity. An informative poster with GHS symbols and their corresponding hazards was also created, translated by Professor Nu, and displayed in both laboratories. (As mentioned in Chapter 6.2.1: Labelling)
Despite the initial success, a few unlabelled chemicals were observed after the workshops, indicating the need for ongoing monitoring. It is therefore essential that QNU implements a system to regularly check chemical labels and ensures that any new substances introduced into the laboratories are properly labelled according to the established procedure.
The initiative represents a meaningful step forward in promoting a culture of safety, but continued effort and institutional commitment are required to maintain and improve these standards.
6.4.1. Final Observations
During the final weeks of the internship, a follow-up observation was conducted to assess whether the implemented labelling system and reorganization measures had been maintained over time.
In Laboratory 206, it was clear that efforts had been made to preserve the initial structure introduced during the reorganization phase. Most substances remained correctly labelled, although a few unlabelled items were still found. Additionally, some chemicals were not stored in their designated locations, indicating a partial lapse in maintaining the organizational system.
Laboratory 201 presented a more challenging situation due to the high quantity of chemicals in relation to the limited available space. This contributed to a generally disorganized appearance. It is hoped that the planned opening of the additional storage facility will alleviate this issue and enable safer and more efficient chemical management.
Nonetheless, we were positively surprised by the improvements in Laboratory 206. Professor Nu had taken further initiative by enhancing the labelling system. Detailed sheets were affixed to the cabinets, clearly indicating which GHS symbols were allowed and listing the corresponding substances, as seen on Figure 24. This approach provided more clarity than the original stickers that had been used. Moreover, the majority of the substances remained properly labelled, and the overall organizational structure was well maintained.
However, identification of a number of substances that had been misplaced in one of the cabinets. According to nformation, these items had been placed there by another teacher working in the lab. Although this appears to be an isolated case, it still presents a potential safety and organizational concern that should be addressed.
7. Safety behaviour
Safety behaviour plays a crucial role when working with chemicals. In order to handle chemical substances safely, individuals must actively adopt precautionary measures and follow established safety protocols. This requires adequate knowledge of the appropriate procedures, such as the use of PPE, safe handling techniques, and emergency response actions. Without proper understanding of these measures, the likelihood of accidents, exposure, or contamination increases significantly. Promoting informed and responsible safety behaviour is therefore essential to ensure both personal and environmental protection in laboratory settings.
7.1. Current situation and observation
There is a clear lack of awareness regarding chemical safety in Vietnam. Generally, the fewer employees or students present in a setting, the lower the level of knowledge and awareness tends to be. While larger companies may demonstrate slightly better safety practices, awareness still remains insufficient across the board. Many workers are simply not familiar with the hazards associated with handling chemicals or the correct safety procedures that should be followed (Nam, 2024)
In stark contrast, Belgium demonstrates a much higher level of awareness and responsibility when it comes to chemical safety. This is supported by regular training sessions and a strict adherence to established safety protocols. Employees are typically well-informed about the risks and are thoroughly educated in the proper procedures for handling hazardous substances especially in laboratories or other environments where
Figure 24: Information sheet about inventory at Lab 206
dangerous chemicals are routinely used (Chemical Handling And Safety Training Course, z.d.)
This significant difference underscores the need for improved safety education and enforcement in Vietnam to reach the standard of awareness and protection seen in countries like Belgium.
Universities in Vietnam play a crucial role in educating the next generation of scientists, researchers, and professionals to be aware of the chemical risks associated with laboratory work and the broader environmental impact of chemical waste. By integrating practical safety training, clear waste management procedures, and environmental responsibility into the curriculum, universities help shape a culture of sustainable and safe chemical use.
This responsibility is particularly important in the Vietnamese context, where rapid industrial and scientific development makes it essential to equip students not only with technical knowledge, but also with a strong understanding of health, safety, and environmental protection. Because of the huge industrial growth there is more and more chemical and other waste. For this they need more and more professionals that can handle this. Universities act as key drivers of this awareness, both through formal education and by setting an example with safe laboratory practices and transparent waste management systems.
During our observations in the laboratories, it became clear that basic safety and hygiene protocols were not consistently followed. While lab coats were generally worn, and some students also used face masks, it was noted that essential personal protective equipment such as gloves and safety goggles were often not used even during experiments involving potentially hazardous substances. Additionally, it was observed that some individuals entered the laboratories wearing open-toed shoes, which poses a significant safety risk. On a positive note, the requirement to wear long trousers was consistently followed, and individuals with long hair generally complied with the rule of tying it back into a ponytail.
It is worth noting that both safety goggles and gloves are available at the university. The safety goggles are of reasonably good quality, while the gloves are of somewhat lower quality. Nevertheless, wearing them is certainly preferable to not using any protective equipment at all.
Furthermore, chemicals were routinely returned to storage cabinets without checking or considering the hazard symbols on the containers. Test tubes and other glassware were not always rinsed properly after use, and empty chemical containers were occasionally
Figure 25: Laboratories at HOGENT
reused without thorough cleaning, increasing the risk of cross-contamination between substances. Additionally, there was no eyewash station available for immediate rinsing in case of chemical contact with the eyes.
It was also observed that several identical bottles of the same chemical were used simultaneously during experiments, which introduces unnecessary safety risks and increases the likelihood of spills or misidentification.
In the previous phase of the VLIR-UOS 7 project, both students and professors were already made aware of the importance of improving laboratory safety. This prior awareness laid a solid foundation, allowing current safety initiatives to be implemented more effectively and with greater acceptance.
7.2. Actions taken during the project
Students from both the Faculty of Natural Sciences and the Faculty of Education at QNU (as discussed in Chapter 3.3.) were first introduced to a general chemical safety workshop, given by Professor Meynen from UAntwerpen. This workshop was divided into two main components: a theoretical and practical part.
The theoretical part covered essential aspects of chemical safety and the proper handling of hazardous substances. This was particularly valuable, as many students had limited prior exposure to these topics. Key concepts such as the hierarchy of prevention, STOP principle (See Chapter 3.10.2: How to use Hazardous Products), etc. were thoroughly explained. Additionally, the appropriate use of PPE for different types of chemicals was discussed. The importance of safety was underscored by real-life examples of laboratory accidents, such as severe consequences of getting a base in the eye, an example that left a strong impression on the students.
The practical part of the workshop focussed on the identification of correct GHS-symbols for various substances. Students learned how to determine the appropriate symbols and were introduced to the specific safety precautions associated with each type of hazard, as seen on Figure 26 This hands on approach helped reinforce the theoretical knowledge
26: Workshop RA Note. Photo taken by V. Meynen, 2025. Used with permission.
As also mentioned in Chapter 6.2.1 Labelling, an information sheet on the GHS symbols was created to provide students with access to essential knowledge about the potential hazards of chemicals in laboratory settings as seen on Figure 18
Figure
Various observations were conducted in both laboratories, during which we consistently asked critical questions regarding laboratory safety. These questions were directed at both students and professors, allowing us to assess the current level of knowledge concerning safe practices in the laboratory.
In addition, several guest-lectures were delivered to different classes in both Laboratory 201 and Laboratory 206. Each session began with a general introduction on safety, emphasizing key practices such as the importance of wearing gloves and safety goggles, and being aware of the specific hazards associated with chemical substances. During our lessons, students were also required to wear safety goggles and gloves whenever they handled chemicals.
Finally, encouragement was shown to the lecturers to integrate more safety measures into their practices, such as the consistent use of gloves and safety goggles, as well as increased attention to contamination risks.
7.3. Findings after project
Despite the strong emphasis placed on the importance of personal protective equipment (PPE) specifically safety glasses and gloves during our guest lectures, and despite the immediate availability of this equipment for all students and staff, we observed that it is still not consistently used during laboratory sessions. Also, contamination between different hazardous chemicals still occurs too frequently. This indicates that awareness alone is not sufficient to ensure behavioural change and that additional measures, such as stricter enforcement or supervision, may be necessary to improve compliance with basic safety protocols.
A more positive development is the significant improvement we observed in the knowledge of both students and lecturers regarding GHS symbols and the potential dangers of hazardous chemical mixtures. As mentioned in Chapter 6.2.1, an information sheet displaying all GHS symbols was posted in the laboratories, making it much more accessible for students and lecturers to understand the importance of careful chemical handling and the potential risks involved. They now also have a much better understanding of what the hazard symbols mean and why it is essential to follow the rules regarding the organization of chemicals.
Furthermore, as described in Chapter 6.3.1, it is now clear which chemicals pose specific hazards, as all containers have been properly labelled. As stated in Chapter 6.3.2, Laboratories 201 and 206 have also become much more organized overall, thanks to a clearer and safer arrangement of all chemical substances. As a result, both students and lecturers have become more aware of the importance of handling chemicals safely.
It is recommended that lecturers regularly remind students about the importance of using GHS symbols and maintaining proper organization of chemicals. Additionally, sufficient information regarding GHS and safety should remain visibly posted in the laboratories to ensure that students stay informed and have opportunities to expand their knowledge. Furthermore, the integration of more personal protective equipment (PPE) in the laboratories is strongly advised. Providing gloves and safety goggles requires minimal effort, as these items are already available at the university, and their consistent use in the laboratories should be encouraged. Finally, it is important to continue promoting safe behaviour among next year’s students and to build upon the current foundation of safety practices.
7.4. Conclusion safety behaviour
This project revealed notable progress in raising awareness and knowledge of chemical hazards and GHS symbols among both students and lecturers, contributing to a stronger foundation for safe laboratory practices. The clear labelling of chemicals and improved organization in the laboratories have helped increase understanding of the risks involved and the importance of following safety rules.
However, despite the availability of personal protective equipment (PPE) such as gloves and safety goggles, their consistent use remains limited. This indicates that improving PPE compliance requires more than just awareness; stricter enforcement, supervision, and continuous encouragement are necessary to change behaviour effectively. To ensure long-term safety improvements, ongoing education, visible safety information, and stronger integration of PPE use must remain priorities, alongside efforts to maintain and build upon the current gains in chemical safety knowledge and laboratory organization.
8. Chemical waste
Chemical waste is defined as waste typically possesses hazardous properties. As outlined in Chapter 3.6.3.: What is Hazardous Waste? a substance is considered hazardous if it exhibits one or more hazardous properties as defined under European Legislation. Hazardous properties can be explosive, flammable, oxidizing, corrosive, etc. substances. When improperly handled or dispersed, such waste can pose serious risks to both human health and the environment. Therefore, understanding and correctly applying chemical waste disposal procedures at QNU is essential to minimizing these risks towards human health and the environment.
8.1. Current situation and observation
As discussed in Chapter 4.3: Comparing Lab 201 & Lab 206, there is currently no clearly defined procedure for the disposal of chemical waste across all laboratories. However, Lab 206 has taken more proactive steps toward improving its disposal practices. With the implementation of the Flow Chart of Hazardous Waste Classification, which is based on the Flow Chart at HOGENT (as discussed in Chapter 3.10.4: How to dispose of hazardous waste?), chemical waste in Lab 206 is now disposed of more accurately and safely. The Flow Chart provides, as seen in Figure 27, a distinction between solid and liquid chemical waste, directing users to dispose of materials via designated vessels, sinks or waste bins, depending on the waste type.
Although the current Flow Chart already uses colour coding to distinguish between different types of chemical waste, this system has not yet been consistently implemented in practice. The bins used for waste collection do not match the colours shown on the Flow Chart. Similarly, the labels on the waste containers do indicate the type of chemical waste, but they do not use the corresponding colours from the Flow Chart.
It is important to note, however, that the WTS is not yet integrated into the Flow Chart, as it is currently not ready to be operational of chemical waste. Additionally, challenges remain in the physical layout of the lab facilities. For instance, it is difficult to visually differentiate between the handwash sink connected to the sewer system and the sink intended for the WTS. The lack of signage contributes to confusion among students.
8.2. Actions taken during the project
8.2.1. Flow Chart
Professor Nu provided a clear and concrete explanation of how her original Flow Chart for Hazardous Waste Classification should be interpreted. Based on this explanation, several adjustments were proposed. For example, the addition of the option “Sewer” was added to the Flow Chart. All those adjustments were resulting in a revised version of the Flow Chart. This updated version was subsequently reviewed and formally approved by Professor Nu. (See Figure 28)
To support safe and efficient waste management in the laboratory, a colour-coding system was implemented that corresponds directly to the visual Flow Chart for chemical waste. Each waste bin designated for a specific type of contaminated waste is assigned a fixed colour. This colour exactly matches the one used in the Flow Chart for that waste type. This creates a clear visual link between the Flow Chart and the physical disposal points, significantly improving recognition and correct use by both students and supervisors.
Figure 27: Old Flow Chart Note. Created by Professor Dang Thi To Nu, 2025. Used with permission.
The same principle is applied to the vessels used in both Lab 201 and 206. Each vessel is labelled with a specific colour, depending on its contents or intended use. This colour also matches the one shown in the Flow Chart for that particular type. As a result, vessels and bins can be easily identified, reducing the risk of errors or mix-ups.
By implementing this uniform colour-coding system, both safety and awareness regarding proper waste handling are enhanced among all users.
Once the Flow Chart was completed, a detailed step-by-step guide was created in English to explain how it should be used. This guide includes instructions on which sources to consult when navigating the Flow Chart, such as references to the "Databank Gevaarlijke Stoffen" and the use of SDS. The guide was translated into Vietnamese by students Huỳnh Khang, Ngọc Châu, and Mai Quỳnh to ensure accessibility for the broader university community. (See attachment 12.3.)
To introduce the Flow Chart as widely as possible at the university, an instructional session was organized specifically for the chemistry teaching staff. During this session, the Flow Chart was explained in detail, highlighting its purpose, structure, and the colour-coded system it proposes. After the session, the chemistry teachers had the opportunity to ask additional questions, which we then answered. This indeed took place. The session was well-received, with 11 different chemistry lecturers in attendance, as seen in Figure 29
Figure 28: Updated Flow Chart
Following the lecturers training, similar sessions were held for students in the laboratories of Professor Nu and Professor Lieu, as seen on Figure 30. In these sessions, a presentation was given that thoroughly explained the Flow Chart. Afterwards, classroom exercises with fictional chemical cases were conducted to allow students to practice applying the Flow Chart correctly and safely in realistic scenarios.
The Flow Charts were also immediately displayed in both Laboratory 201 and Laboratory 206. Also currently, the chemicals that require disposal by a licensed processing company are collected on an annual basis. These chemicals are also widely dispersed throughout the chemistry laboratories and do not have designated storage locations.
Figure 29: Guest lecture explanation of Flow Chart to Science lecturers
Figure 30: Guest lecture explanation of Flow Chart at Lab 206
Note. Photo taken by Student Nguyễn Trần Trà My, 2025. Used with permission.
8.2.2. Water Treatment System
In 2024, QNU made the strategic decision to invest in a Water Treatment System (WTS aimed at significantly reducing liquid chemical waste, as seen on Figure 31 This initiative was primarily driven by the university’s commitment to sustainability and the need to minimize the environmental impact of the laboratory operations. By implementing this system, QNU sought to effectively reduce the volume of the chemical waste generated within its laboratories.
The WTS comprises two main components: a physicochemical treatment unit and a membrane bioreactor (MBR)
8.2.2.1. Physicochemical treatment
This part of the WTS is currently fully operational. In this stage, suspended particles and heavy metals are effectively removed from the wastewater through the processes of coagulation, flocculation, and sedimentation
Coagulation is the process in which coagulants such as aluminum chloride (AlCl₃) or ferric chloride are added to water to neutralize the electrical charges of fine suspended particles. This destabilization allows the particles to come closer together. Following this, flocculation involves the slow mixing of the water, encouraging the destabilized particles to collide and bond into larger, visible aggregates called flocs. In the final stage, sedimentation, these flocs settle to the bottom of the treatment tank under the influence of gravity. This allows the clarified water to be separated from the sludge, which contains the removed contaminants. is collected as septic material and further processed in a sewage treatment plant like at BDE.JSC (see chapter 3.9.1 BDE.JSC) (Greaves, 2023; Water Handbook - Clarification | Veolia, z.d.)
8.2.2.2. Membrane bioreactor (MBR)
The Membrane Bioreactor (MBR) at Quy Nhon University was not operational during the site visit due to ongoing membrane maintenance. Regular maintenance is essential for MBR systems to ensure optimal performance. Membranes require periodic cleaning to maintain permeability, achieve the desired permeate production rate, and reduce energy consumption. Cleaning can be performed through physical methods, such as backflushing or relaxation, or chemical means, depending on the extent of fouling. (Site, 2024)
Membrane fouling is a common issue in MBR systems, often resulting from the accumulation of biological, colloidal, or organic materials on the membrane surface. This fouling can lead to decreased filtration efficiency and increased operational costs. Implementing effective maintenance strategies, including regular monitoring and appropriate cleaning protocols, is crucial to minimize fouling and ensure the longevity of the membranes (Wikipedia contributors, 2025d)
Therefore, the temporary shutdown of the MBR at QNU aligns with standard operational practices aimed at maintaining system efficiency and prolonging membrane lifespan. It is recommended to continue regular maintenance and monitoring to ensure the MBR system operates effectively upon reactivation. (Wikipedia contributors, 2025d)
Although the WTS is not fully operational, there is a huge potential in using this type of system to reduce liquid chemical waste that originates from the laboratories. Further research into its possibilities and applications is necessary to fully understand and optimize its effectiveness.
8.3. Findings after project
8.3.1.
Flow Chart
The Flow Chart has now been integrated in both Laboratory 201 and Laboratory 206. For the other laboratories, we had limited visibility regarding their current waste management practices, as access was restricted. However, the guest lecture we gave to chemistry teachers from various laboratories across the university gives us hope that the Flow Chart system will soon be adopted there as well, as seen on Figure 32
Awareness regarding chemical waste has significantly increased among both teachers and students. Everyone was engaged with the topic and showed willingness to contribute to safer chemical waste management. The level of knowledge on chemical waste has improved notably particularly among students. This was mainly due to the various case studies they had to solve, which focused on examples of hazardous chemical waste.
Figure 31: Top-Down view of Water Treatment System at QNU
In addition, we aimed to implement a unique colour-coding system based on the Flow Chart, where waste bins would match the colours used on the Flow Chart, and containers would be labelled accordingly. Professor Nu has already created labels with the appropriate colour codes. These labels have not yet been attached to the containers, but they assured us that this will be done soon in both Laboratory 201 and 206.
We also recommend that the waste bins themselves follow the same colour-coding system as the Flow Chart and the labels on the containers, to ensure full consistency across the laboratory.
Moreover, it is important that in the future, chemicals are purchased with clearly stated concentrations. Knowing the exact concentration is essential to determine whether a substance can be disposed of in a particular container or if it can go down the drain.
Finally, we recommend placing clear signage near the Water Treatment System and the drainage sink, labelling them as "Water Treatment System" and "Sewer" respectively. The word "Sewer" should be printed in blue, following the Flow Chart’s colour coding.
It is recommended to assign a fixed storage location for chemicals that are awaiting disposal. Furthermore, instead of scheduling chemical waste collection on an annual basis, a threshold volume should be defined. Once this threshold is exceeded, disposal should be carried out without delay. This approach minimizes the risk of accidents and ensures that unnecessary or unused chemicals are not kept in the laboratory environment.
Ideally, this storage should take place in the designated storage room. However, until this storage room becomes operational, it is important to implement the above recommendations as a temporary but safer alternative.
We also created a plan, as seen in Figure 33, requiring laboratories 201 and 206 to indicate when waste bins or containers are fully filled. Ideally, these should be stored in the designated storage room. However, as long as the storage room is not yet accessible, the waste must be isolated and stored safely within the laboratory itself.
Figure Guest lecture explanation Flow Chart at Lab 201
Accurately completing this table is essential to determine when chemical waste collection should be scheduled. In particular, when large quantities are present, it is crucial to ensure timely collection to maintain a safe working environment.
A much clearer understanding has been obtained regarding the functioning of the Water Treatment System, as well as the reasons why it is currently not in operation. This improved insight will facilitate its optimal use in the future. Unfortunately, the system is still not active at this moment.
It is therefore important to explicitly state that students must not dispose of any chemicals into the water treatment tank until it is fully operational.
It is recommended to invite an expert, for example from BDEJSC (Binh Dinh Environmental Joint Stock Company), to assess the system. The goal would be to obtain professional guidance on how to bring the water treatment installation into service as soon as possible.
8.4. Conclusion Flow Chart and Water Treatment System
Throughout the project, significant progress was made in improving chemical waste management at QNU. The implementation and approval of a revised Flow Chart, supported by a consistent colour-coding system, has laid the groundwork for a safer and more structured disposal procedure, especially in laboratory 201 and 206. Both teachers and students have shown strong engagement and an increased awareness of chemical waste handling, supported by training sessions and interactive case-based exercises.
Nonetheless, several challenges remain. The colour-coded labels still need to be attached to the waste containers, and waste bins should be updated to match the system for full consistency. Additionally, many chemicals awaiting disposal remain scattered across laboratory spaces and lack a designated storage area. It is strongly recommended to define a fixed storage location preferably in the future storage room and to replace the current yearly collection schedule with a threshold-based collection strategy.
While the Water Treatment System shows strong potential to reduce liquid chemical waste, it is not yet fully operational. Until then, students must refrain from discharging any chemicals into the system. Engaging an expert, such as one from BDEJSC, is advised to accelerate its activation and ensure correct implementation.
By continuing these efforts and addressing the remaining gaps, QNU will be wellpositioned to establish a safer, more sustainable, and well-organized system for chemical waste management across all its laboratories.
9. Storage room
A designated storage area for chemicals is crucial to minimize risks and prevent the unintentional spread of hazardous substances. Proper chemical storage helps reduce the likelihood of accidents and ensures a safer working environment. By applying relevant legislation and guidelines, such as separation requirements and compatibility rules, potentially dangerous chemical reactions can be avoided. For instance, distance regulations outlined in Vlarem II (see Chapter 3.7.1. Vlarem II) provides important directives on how substances should be positioned in relation to one another. Additionally, the use of appropriate equipment within the storage area, as discussed in Chapter 3.10.3. on chemical storage, contributes to the overall safety and regulatory compliances of the room.
9.1. Current situation and observation
Thanks to funding from the VLIR building A6 in 2023 This space can pr , if used correctly, such as chemical storage, chemical (hazardous) waste storage, etc , this space is still not in use, as seen on Currently, all the chemicals reside in the individual laboratories at QNU
Such as the excessive presence of chemicals and furniture to store these chemicals discussed in Chapter 5: Inventory. Also, chemical (hazardous) waste that stays in the laboratories collected all at once.
The main issue, for the storage room not being used yet, is that the policy around the storage room is not finalized This is very unfortunate, since as mentioned, it can provide great opportunities to ensure better safety.
Fortunately, it was made clear during the last weeks of our internship, that the final steps of towards the fully established policy were taken.
Figure 34: Current situation of Storage Room
9.2. Actions taken during the project
To reduce the problem of organisation of chemicals in the laboratories and speed up the process of opening the storage room, a floor plan was drawn up of the storage room, as seen on Figure 35 This was done to clarify which chemical products are allowed to be placed at what location within the storage room. This floor plan is a suggestion based on Flemish legislation and HOGENT’s storage room, which the university may be able to use.
Like the floor plans accompanying the inventory under chapters 4.1 and 4.2, a similar method was used for the layout of the storage room. Combined with a colour system, to more easily distinguish between different equipment.
In addition, suggestions were made about the distance and location of types of chemicals, based on Annex 5.17.1. Vlarem II. Some chemicals must have a minimum distance between one another. If this distance is not maintained, risks may arise, such as flammable and oxidizing chemicals close to each other. Also, acids and bases should also be stored as far apart as possible to prevent dangerous reactions.
Figure 35: Floor Plan Storage Room with numbering and corresponding legenda
9.3. Findings Storage Room QNU
As mentioned earlier, it is unfortunate that the storage room has not yet opened. A clear storage plan has now been established, providing both students and lecturers with a wellstructured overview of where each chemical should be placed. This organization significantly simplifies the use and access of the designated storage room.
To further enhance chemical safety and efficiency in the laboratory environment, several additional measures are strongly recommended.
First, a designated corner in the chemical storage room should be allocated specifically for hazardous chemical waste. This will ensure a clear separation from regularly used substances and contribute to safer waste management and handling. It is further recommended to establish a clearly defined threshold for the amount of chemical waste that can accumulate in the designated waste corner of the storage room. Once this threshold is reached, the company Hau Sanh as mentioned in chapter 3.9.2 should be contacted to collect the waste. This approach ensures timely disposal, minimizes safety risks, and maintains a clean and organized laboratory environment.
It is also advised that an external responsible person be appointed to oversee the storage room. This individual would regularly inspect the space, monitor compliance with safety protocols, and help maintain an orderly and secure chemical inventory.
As cited in Chapter 3.7.1: Vlarem II, maintaining adequate distance between different chemical substance is essential for safe storage. When hazardous chemicals are stored too closely together, various risks may arise, including the potential for dangerous reactions. For instance, substances with GHS05 (corrosive) and GHS09 (health hazard) must be stored at least one meter apart, as illustrated by Figure 6. This spatial separation reduces the risk of dangerous chemical reactions.
In addition to proper distancing, the use of the drip trays, as mentioned in Chapter 3.7.1.2: Containment of Chemical in chemical storage rooms is strongly recommended, these systems are designed to prevent the spread of hazardous substances into the environment in the event of leaks or spills. Moreover, they facilitate safer and more efficient clean up by localizing any accidental releases.
Flammable liquids must be stored in the fire-resistant safety cabinets. These cabinets are specifically engineered to contain a fire for a certain period of tile if one starts inside the cabinet, thereby limiting the spread of flames and buying critical time for emergency response
Furthermore, we strongly recommend the installation of proper fume extraction systems in the storage area, especially near the flammable substances. Furthermore, an extraction system should be installed directly connecting the fire cabinets to the outside environment, so flammable gasses don’t get trapped within these cabinets. This system should be installed on every level of these cabinets, to ensure even denser gasses can be ventilated.
In addition, raising awareness among teaching staff remains a key priority. Professors should be continually encouraged to model and enforce safe behaviour, integrating chemical safety into both theory and practice. Their active participation plays a crucial role in fostering a culture of safety among students.
Together, these measures will contribute to a more structured, safer, and more sustainable approach to chemical management within the university’s laboratories.
9.4. Conclusion storage room
The chemical storage room at QNU, made possible by the VLIR-UOS project, has the potential to significantly improve laboratory safety and chemical management. Although it has not yet been put into use, important steps have been taken to prepare it for operation, including the development of a clear storage plan based on Flemish legislation. This structured layout offers both students and staff a practical guide to organizing chemicals safely and efficiently.
To fully realize the benefits of this facility, several key recommendations have been proposed. These include the creation of a designated hazardous waste corner with a defined collection threshold, managed by Hau Sanh, the appointment of an external supervisor to monitor safety compliance, and increased awareness among academic staff. Additionally, installing proper fume extraction and fireproof safety cabinets will further enhance protection and minimize risks.
By implementing these measures, QNU can ensure the safe and responsible handling of chemicals, reduce unnecessary hazards in laboratory spaces, and promote a long-term culture of safety and sustainability in its scientific education and research practices.
10. Final Recommendations
Throughout our internship at Quy Nhon University (QNU), we identified a number of opportunities to improve chemical safety, optimize waste management, and raise awareness of safe laboratory practices. All previously formulated recommendations have been integrated into the action points below, which are organized according to a timeline: short-term (0–2 months), medium-term (2 months – 1 year), and long-term (1 year and beyond). This phased structure allows for targeted implementation, addressing immediate needs while supporting long-term structural improvements
Short-Term Actions (0–2 months)
1. Appoint a Laboratory Assistant
A dedicated person should be assigned to maintain the chemical inventory and oversee the labelling system. This will ensure continuity, prevent data from becoming outdated, and support a more efficient procurement policy in different laboratories.
2. Address Labelling and Inventory Issues
All unlabelled or unidentified substances should be either correctly identified and labelled or safely disposed of, in accordance with safety regulations. All chemicals must be labelled with appropriate GHS symbols.
3. Establish a Fixed Waste Storage Area
A clearly designated area for storing chemicals awaiting disposal should be set up within the laboratory. This promotes organization and enhances safety.
4. Promote Safety Awareness Among Students
Lecturers should regularly remind students of the importance of chemical organization, proper labelling, and the use of personal protective equipment (PPE) such as gloves and safety goggles, which are already available at the university.
5. Display Water Treatment and Sewer Information Clearly
A printed diagram or sheet outlining the Water Treatment System and sewer connections should be visibly placed at the relevant locations within the laboratory facilities. The sewer lines must be marked in blue, consistent with the colour scheme used in the Flow Chart. This visual reference will support understanding of the infrastructure, facilitate maintenance, and promote awareness among users.
6. Apply Chemical Storage Distance Guidelines
Chemical substances should be stored systematically according to compatibility and appropriate distance guidelines to reduce the risk of accidents.
7. Install drip Trays
Drip trays should be installed under all hazardous chemical waste containers, both in the laboratories and throughout the entire storage room. This will help prevent the spread of hazardous substances in case of leakage and is a key element in risk prevention.
Medium-Term Actions (2 months – 1 year)
1. Implement a Threshold-Based Waste Removal System
Instead of scheduling chemical waste collection annually, a threshold volume should be defined. Once this threshold is exceeded, disposal should be conducted without delay to minimize risks.
2. Activate the Designated Storage Room
The designated storage room should be made operational and equipped with certified fireproof safety cabinets and proper fume extraction systems, especially in areas used for flammable substances.
3. Seek Expert Consultation for Water Treatment System
It is recommended to invite a professional, such as a representative from BDEJSC (Binh Dinh Environmental Joint Stock Company), to assess and provide guidance on how to bring the Water Treatment System into full operation.
4. Appoint an External Storage Room Supervisor
An independent responsible person should be appointed to perform regular inspections of the chemical storage room, ensure compliance with safety protocols, and help maintain an orderly and secure chemical inventory.
Long-Term Actions (1 year and beyond)
1. Expand the Inventory System University-Wide
Building on the pilot cases in Laboratories 201 and 206, the structured inventory system should be gradually extended to all other laboratories at QNU.
2. Institutionalize a Culture of Safety in Teaching and Practice
Safety awareness should be systematically embedded in both the theoretical and practical components of laboratory teaching. Lecturers should model and enforce safe behaviour, contributing to a long-term culture of chemical safety among students.
3. Develop a Comprehensive Purchasing and Waste Policy
A university-wide policy for the purchasing and disposal of chemicals should be developed, based on real-time inventory data and actual laboratory needs. This would help prevent waste, reduce risks, and ensure sustainable chemical management.
10.1. Recommendations for Future Students
We recommend that future student groups place strong emphasis on both safety awareness and environmentally responsible handling of chemical substances. Creating a culture of safety and sustainability is essential for the long-term improvement of laboratory practices.
There is also significant potential in continuing work on wastewater treatment systems. Further exploration and development in this area could greatly benefit the university’s environmental footprint and contribute to practical solutions for chemical waste management.
Finally, the opening and proper setup of the chemical waste storage room is a critical milestone. Ensuring that this process is handled correctly, according to all safety and environmental standards, should be a top priority for future teams. By focusing on these aspects, students can make a meaningful impact and contribute to a safer, more sustainable laboratory environment
11. Conclusion
This bachelor’s thesis has led to significant and structural improvements in chemical safety management at Quy Nhon University (QNU). The development of a detailed chemical inventory for laboratories 201 and 206 provides a solid foundation for transparent and safe chemical handling. By linking each substance to a precise storage location and incorporating spatial organization, the system not only facilitates daily use but also optimizes future waste management, purchasing strategies, and the reduction of expired or redundant chemicals.
The implementation of proper chemical labelling in accordance with GHS standards, combined with practical workshops, has raised awareness and fostered a sense of responsibility among both students and staff. To support this, durable educational materials including a presentation, instructional video, and translated GHS poster were developed. Although some challenges remain, such as unlabelled substances and inconsistent use of personal protective equipment (PPE), the groundwork has been laid for lasting improvements, provided that monitoring and enforcement are sustained.
Meaningful progress was also made in the area of chemical waste management. The introduction of an updated disposal Flow Chart and a colour-coding system marked a significant step forward. However, further refinements are needed, including the consistent labelling of waste containers and the establishment of a designated storage area for waste. The partial implementation of a Water Treatment System and the recommendation to involve external experts highlight the need for technical guidance in achieving full functionality.
Lastly, the newly constructed storage facility funded by the VLIR-UOS project offers considerable potential to further professionalize chemical management. With the installation of essential safety measures and the assignment of clear responsibilities, this facility can play a key role in promoting order, safety, and sustainable laboratory practices.
In summary, this project demonstrates that structural measures in inventory management, labelling, waste handling, and storage are essential to creating a safe and sustainable laboratory environment. Successful implementation requires ongoing commitment from QNU, with a focus on supervision, education, and continued awareness to ensure that the progress made is firmly embedded in daily practice.
12. Attachments
12.1. Asked questions to students regarding the Flow Chart
Observation of the lesson given by Nu in Laboratory 206:
19 students were present during the lesson. Everyone was wearing a lab coat. The female students had all tied their hair back in a ponytail for the lesson.
The first part of the lesson was purely theoretical, which gave us an opportunity to ask the students a few questions:
1. Are you familiar with Nu’s Flow Chart for determining how to handle chemical waste?
The students are familiar with the chart used to decide what should go into the waste containers.
2. What is the purpose of this Flow Chart and why is it important?
They also understand its purpose and why it is important.
3. Can you use it correctly without help from the teacher (Nu)?
They indicated that they cannot use it completely correctly without guidance from the instructor. However, they do know it is used for reactions involving heavy metals.
The chart is actively used. The teacher shows it at the front of the class and the students follow along. They also mentioned that they sometimes review it at home.
4. We showed a few GHS pictograms and asked if they knew what they meant.
The students know the general meaning of the GHS pictograms but not the specific meaning of each one.
5. We pointed out the waste containers and asked what they were for.
The students responded: “If we follow the chart and end up with heavy metals, it needs to go in one of the containers.”
12.2. GHS information File
CODE
HAZARDOUS PICTOGRAMS SYMBOL
GHS01 EXPLODING BOMB
- Explosives - Self-reactives - Organic peroxides
GHS02 FLAME - Flammables - Pyrophorics
- Self-heating - Emits flammable - Self-reactives
- Organic peroxides
GHS03 FLAME OVER CIRCLE - Oxiders
GHS04 GAS CYLINDER
- Gasses under pressure
GHS05 CORROSION
GHS06
GHS07
- Skin corrosion/burns - Eye damage - Corrosive to metals
SKULLS & CROSSBONES
- Acute toxicity (fatal of toxic)
EXCLAMATION
MARK
- Irritant (eye and skin)
- Skin sensitizer
- Acute toxicity
- Narcotic effects
- Respiratory tract irritant
- Hazardous to ozone layer
GHS08 HEALTH
HAZARDS
- Carcinogen (C)
- Mutagenicity (M)
- Reproductive Toxicity (R)
- Respitory sensitizer
- Target organ toxicity
- Aspiration toxicity
GHS09 ENVIRONMENT
- Acute toxicity (fatal or toxic)
- Long-term hazards to the aquatic environment
• Chất nổ
• Chất tự phản ứng
• Peroxide hữu cơ
GHS02 NGỌN LỬA
• Chất dễ cháy
• Chất tự bốc cháy
GHS03
GHS04
GHS05
GHS06
• Chất tự
phát nhiệt
• Chất phát
ra khí dễ
cháy
• Chất tự phản ứng
• Peroxide hữu cơ
NGỌN LỬA
TRÊN VÒNG
TRÒN
• Chất oxi hóa
BÌNH KHÍ NÉN
• Khí nén dưới áp suất
ĂN MÒN
• Gây ăn mòn da/bỏng
• Tổn thương mắt
• Ăn mòn kim
loại
ĐẦU LÂU VÀ
XƯƠNG BẮT
CHÉO
• Độc tính cấp tính (gây tử vong hoặc
độc hại)
GHS07
GHS08
GHS08
DẤU CHẤM THAN
- Chất kích ứng (mắt và da)
- Chất gây mẫn
cảm da
- Độc tính cấp tính
- Tác động gây mê
- Chất kích ứng
đường hô hấp
- Nguy hại đến tầng ozone
NGUY HIỂM
SỨC KHỎE
• Chất gây ung thư (C)
• Đột biến gen (M)
• Độc tính sinh
sản (R)
• Chất gây
mẫn cảm hô
hấp
• Độc tính trên
cơ quan đích
• Độc tính do hít phải
NGUY HIỂM
MÔI TRƯỜNG
• Độc tính cấp tính (gây tử vong hoặc
độc hại)
- Nguy hiểm lâu dài cho môi trường thủy sinh
12.3. Updated Flow Chart (Vietnamese version)
PHÂN LOẠI CHẤT THẢI NGUY HẠI TRONG PHÒNG THÍ NGHIỆM HÓA HỌC
Recipient contaminated other hazardous waste (plastic bottles,..)
Heavy metals?
Conc >0,1mg/l Cd>0,004mg/l
Recipient NonHalogenated solvents
*WTS not included 3 types of disposals:
Recipient bases
ACID WASTE?
Recipient Acids
1. Vessels (only liquid waste
2. Sewer (only liquid waste)
3. Bins (only for solid waste)
Sewer
Bước 1:
Kiểm tra xem hóa chất có phải là thủy ngân hoặc muối thủy ngân không.
→ Nếu có, hãy bỏ nó vào thùng chứa dành cho thủy ngân (và muối thủy ngân). Thùng này có nhãn màu vàng, giống như trên sơ đồ
Bước 2:
Kiểm tra xem đó có phải là chất thải nguy hại dạng lỏng không.
→ Nếu không, nó phải được thải bỏ vào thùng rác, không phải thùng chứa.
Mỗi thùng rác có màu riêng tùy theo loại chất thải:
• Kiểm tra xem đó có phải là thủy tinh vỡ bị ô nhiễm (tức là thủy tinh đã tiếp xúc với hóa chất nguy hại) không.
→ Nếu có, hãy thải bỏ vào thùng rác màu xanh lá.
• Nếu không, kiểm tra xem đó có phải là vật tư tiêu hao bị ô nhiễm (ví dụ: găng tay, khăn giấy hoặc vật liệu phòng thí nghiệm dùng để lau chùi hoặc bảo vệ và đã tiếp xúc với hóa chất, nhưng không phải bao bì hóa chất).
→ Nếu có, hãy thải bỏ vào thùng rác màu đen.
• Nếu không thuộc hai loại trên, hãy thải bỏ vào thùng màu hồng dành cho các chất thải nguy hại ô nhiễm khác (ví dụ: chai nhựa từng chứa hóa chất).
Bước 3:
Nếu đó là chất thải nguy hại dạng lỏng, hãy kiểm tra giá trị WGK và DBGS (cơ sở dữ liệu các chất nguy hiểm):
• Trước tiên, kiểm tra xem nồng độ có cao hơn 0,5 mol/L không.
• Nếu có, tiếp tục kiểm tra xem nồng độ có cao hơn 20 mg/L không.
→ Nếu đúng, hóa chất thuộc loại WGK 2 và KHÔNG ĐƯỢC đổ vào cống
→ Nếu thấp hơn 20 mg/L, dù cao hơn 0,5 mol/L, thì có thể đổ vào cống.
Cống được đánh dấu bằng chữ “SEWER” và có màu xanh dương, giống như trên sơ đồ
Bước 4:
Nếu không thể đổ vào cống, hãy kiểm tra các bước sau:
• Hóa chất có chứa hơn 20% dung môi hữu cơ không?
o Nếu không, kiểm tra xem có phải là kim loại nặng (Cadimi, Arsen, Crom, Đồng, Niken, Chì hoặc Kẽm) không.
→ Nếu có, kiểm tra nồng độ: nếu cao hơn 0,1 mg/L hoặc nếu Cadimi cao hơn 0,004 mg/L, hãy thải bỏ vào thùng có nhãn màu cam dành cho kim loại nặng.
o Nếu không phải kim loại nặng hoặc nồng độ thấp hơn ngưỡng, hãy kiểm tra xem đó có phải là axit hay bazơ:
§ Nếu là axit, sử dụng thùng có nhãn màu đen dành cho chất thải axit.
§ Nếu là bazơ, sử dụng thùng có nhãn màu trắng dành cho chất thải bazơ.
Bước 5:
Nếu hóa chất chứa hơn 20% dung môi hữu cơ, kiểm tra xem có halogen không:
• Nếu không có halogen, hãy thải bỏ vào thùng có nhãn màu xanh lá dành cho dung môi không có halogen.
• Nếu có halogen, sử dụng thùng có nhãn màu đỏ dành cho dung môi có halogen.
Thông tin bổ sung:
• Nếu bạn không biết hóa chất có phải là:
o Muối thủy ngân?
o Bazơ hay axit?
o 20% dung môi hữu cơ?
o Có halogen hay không?
→ Bạn cần tra cứu thông tin trong phiếu dữ liệu an toàn hóa chất (SDS). Nếu bạn không biết cách sử dụng hoặc không tìm thấy thông tin ở đó, bạn có thể tra cứu trên Internet từ các nguồn đáng tin cậy
• Để biết giá trị WGK, bạn cần kiểm tra nồng độ trên bao bì của hóa chất. Nếu nồng độ của hóa chất không rõ, bạn có thể tra cứu thông tin trong DBGS (cơ sở dữ liệu các chất nguy hiểm) của hóa chất đó.
• Nồng độ tính bằng mol/L hay mg/L? Sau đó, so sánh với ngưỡng WGK đúng: 0,5 mol/L cho WGK 1, hoặc 20 mg/L cho WGK 2. Nếu cần chuyển đổi, nhân nồng độ mol với khối lượng mol và 1000, sẽ ra mg/L.
• Đối với nồng độ kim loại nặng:
Nếu tổng lượng kim loại nặng lớn hơn 0,1 mg/L, hoặc riêng cadmium vượt quá 0,004 mg/L, thì được coi là có vấn đề. Luôn kiểm tra cả hai giá trị khi xem kết quả phân tích.
Thông tin quan trọng cho giảng viên: Rất quan trọng phải sử dụng cùng màu sắc cho các thùng chứa trong phòng thí nghiệm như màu đã dùng trên lưu đồ. Và sử dụng cùng màu sắc cho nhãn trên các bình chứa trong phòng thí nghiệm như màu đã dùng trên lưu đồ.
13. Bibliography
A positive impact on environment and safety. - Hogeschool Gent. (z.d.-c).
De Freyne, D., & Boone, A. (2024b). Managing Hazardous Waste in Chemical Laboratories at Quy Nhon University for Environmental Impact Minimization and Compliance (Door HOGENT – Faculty of Business and Organization, Quy Nhon University, & VLIRUOUS project).
Departments of QNU. (2024, 10 augustus). https://en.qnu.edu.vn/vi/philosophy-ofeducation/departments-of-qnu-1
Định C. T. C. P. M. T. B. (z.d.). Đơn vị trực thuộc
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